Download World History Grade 9

Monroe Township Schools
Curriculum Management System
World Studies- Social Studies
Grade 9
August 2009
* For adoption by all regular education programs
as specified and for adoption or adaptation by
all Special Education Programs in accordance
with Board of Education Policy # 2220.
Board Approved: September 2009
Table of Contents
Monroe Township Schools Administration and Board of Education Members Page 3
Acknowledgments
Page 4
District Mission Statement and Goals
Page 5
Introduction/Philosophy/Educational Goals
Pages 6
National and State Standards
Page 7
Scope and Sequence
Page 8-11
Goals/Essential Questions/Objectives/Instructional Tools/Activities
Pages 12-63
Benchmarks
Page 64
2
MONROE TOWNSHIP SCHOOL DISTRICT
ADMINISTRATION
Dr. Kenneth Hamilton, Superintendent
Mr. Jeff Gorman, Assistant Superintendent
BOARD OF EDUCATION
Ms. Amy Antelis, President
Ms. Kathy Kolupanowich, Vice President
Mr. Marvin Braverman
Mr. Ken Chiarella
Mr. Lew Kaufman
Mr. Mark Klein
Mr. John Leary
Ms. Kathy Leonard
Mr. Ira Tessler
JAMESBURG REPRESENTATIVE
Ms. Patrice Faraone
Student Board Members
Ms. Nidhi Bhatt
Ms. Reena Dholakia
3
Acknowledgments
The following individuals are acknowledged for their assistance in the preparation of this Curriculum
Management System:
Writers Names:
Jaclyn Abruzzese
Supervisor Name: Bonnie J. Burke, Supervisor of Sciences and Social Studies
Technology Staff: Al Pulsinelli
Reggie Washington
Secretarial Staff:
Debby Gialanella
Geri Manfre
Gail Nemeth
4
Monroe Township Schools
Mission and Goals
Mission
The mission of the Monroe Township School District, a unique multi-generational community, is to
collaboratively develop and facilitate programs that pursue educational excellence and foster
character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to
empower all individuals to become productive citizens of a dynamic, global society.
Goals
To have an environment that is conducive to learning for all individuals.
To have learning opportunities that are challenging and comprehensive in order to stimulate the
intellectual, physical, social and emotional development of the learner.
To procure and manage a variety of resources to meet the needs of all learners.
To have inviting up-to-date, multifunctional facilities that both accommodate the community and are
utilized to maximum potential.
To have a system of communication that will effectively connect all facets of the community with the
Monroe Township School District.
To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a
safe, outstanding, and superior education to all individuals.
5
INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS
Philosophy
The World Studies program incorporates events from world history with influential literature of the times. This program offers
students the opportunity to understand the historical, social, cultural and economic context through a variety of teaching and learning
strategies designed to enhance critical thinking skills. The World Studies program is designed to insure students of varying abilities an
opportunity to master the content and skills of this discipline, while understanding how it is impacted by and impacts other disciplines.
Instructionally, we must convey a vast range of events and achievements that make up contemporary life to our students. Their ability
to access the events and achievements of the past directly affects their ability to participate and function effectively in society. The
course is structured in such a manner as to provide the student with a variety of activities that will enable him/her to understand and
appreciate the history of the world as a part of the overall human experience. It is important that students use this understanding and
appreciation to further their personal goals and, through active citizenship, become effective, active members of society and the global
community.
Educational Goals
World Studies meets the first year of the Social Studies requirement for graduation and incorporates the New Jersey Social Studies
Core Content Standards. The students will learn critical and historical thinking as they study history and cultures, the role of geography
and the development of social, economic, and political structures throughout the world at various times. Incorporated for analysis is a
balanced look at some of the political, social, cultural and technological changes that occurred in Europe, Asia, the Middle East, and
Asia from the 15th century to the present. The World Studies I program also engages our student in the study of current events in order
to provide the opportunity to analyze the relationship between the past and present, and aid students in the acquisition of a
geographical understanding of the world in spatial terms. The World Studies program offers a variety of teaching and learning strategies
designed to enhance reading, writing, and critical thinking skills. It is designed to give students a panorama of World History with links
to time period literature.
6
New Jersey State Department of Education
Core Curriculum Content Standards
A note about Social Studies Standards and Cumulative Progress Indicators.
The New Jersey Core Curriculum Content Standards for Social Studies were revised in 2004. The Cumulative Progress Indicators
(CPI's) referenced in this curriculum guide refer to these new standards for grades 9-12 and may be found in the Curriculum folder on
the district servers. A complete copy of the new Core Curriculum Content Standards for Social Studies may also be found at:
http://www.nj.gov/njded/cccs/s6_ss.htm
The New Jersey Commission on Holocaust Education mandates that every board of education shall include instruction on the
Holocaust and genocides in an appropriate place in the curriculum of all elementary and secondary school pupils.
http://www.state.nj.us/education/holocaust/about_us/mandate.html
The Amistad Bill (A1301), calls on “New Jersey schools to incorporate African-American history into their social studies curriculum.”
Passed by the New Jersey legislature in 2002, “The Amistad Bill” created the Amistad Commission, a 22- member body charged with
ensuring that the rich heritage and lessons of black America are fully represented and taught throughout the state’s classrooms.
http://www.theamistadcommission.com/
The Assistant Deputy Secretary for Innovation and Improvement, Department of Education, announces that, pursuant to legislation
passed by Congress, educational institutions receiving Federal funding are required to hold an educational program pertaining to the
United States Constitution on September 17 of each year.
http://www.ed.gov/legislation/FedRegister/other/2005-2/052405b.pdf
7
World Studies
Scope and Sequence
Quarter I
Big Idea: Individualism
Big Idea: Power
I. The Renaissance and Reformation (1300-1650)
a. Political and Diplomatic History- Explain why they Renaissance began in
Italy; Explain why the Church faced widespread criticism; Explain why England
formed a new Church; Summarize the results of the Reformation.
b. Social and Economic History- Describe the significance of the Medici as
Renaissance patrons; Explain why the Renaissance was delayed in northern
Europe; Explain how the printing press transformed Europe; Account for the
factors that encouraged the rise of the vernacular in Renaissance society;
Explain how Luther’s teachings affected people and society in northern Europe.
c. Intellectual and Cultural History- Compare and contrast the Renaissance
and the Middle Ages; Describe the ideas that influenced Renaissance scholars,
artists, and writers; Describe how individual artists and writers contributed to the
northern Renaissance; Describe how Martin Luther challenged the Church;
Specify the role of John Calvin in the Reformation; Describe how the Catholic
Church reformed itself; Identify the Renaissance ideas that Shakespeare’s work
addresses.
II. The Age of Absolutism (1550-1800)
a. Political and Diplomatic History- Describe how Philip II used royal power;
Describe how French rulers became absolute monarchs; Summarize the results
of the reign off Louis XIV; Describe the issues that divided the Stuart kings and
Parliament; Summarize the causes and results of the English Civil War; Explain
how the Glorious Revolution ensured the rule of law; Describe the results of the
Thirty Year’s War; Describe how Austria and Prussia emerged as great powers;
Explain how the balance of power affected European diplomacy.
b. Social and Economic History- Specify why the Spanish economy declined
in the 1600s; Explain how the wars of religion divided France; Explain how
Louis XIV secured the support of the nobility; Discuss how Louis XIV’s actions
weakened France’s economy.
c. Intellectual and Cultural History- Explain how the arts flourished during
Spain’s golden age; Describe the ways in which Louis XIV and his court at
Versailles influenced the arts.
Big Idea: Rationalism and Social Contract
III. The Scientific Revolution and The Enlightenment (1550-1800)
a. Political and Diplomatic History- Describe the ideas about government that
emerged during the Enlightenment; Explain why some European rulers
embraced Enlightenment ideas; Compare the ideas of Locke and Hobbes.
b. Social and Economic History- Describe the economic ideas supported by
Enlightenment thinkers; Specify how Enlightenment ideas posed a challenge to
the established order; Describe how most people lived during the Age of
Reason; Explain the role of salons in spreading Enlightenment ideas.
c. Intellectual and Cultural History- Explain how astronomers changed the
way people viewed the universe; Describe the new scientific method; Explain
how Newton’s work linked physics and astronomy; Summarize the advances
that were made in chemistry and medicine; Explain how the Enlightenment was
linked to the Scientific Revolution; Identify the beliefs and contributions of the
philosophes, including Locke, Rousseau, Montesquieu, Voltaire, and Beccaria;
Identify the ideas that influenced artist and writers of the Enlightenment.
8
Quarter II
Big Idea: Revolution
Big Idea: Change
IV. The French Revolution and Napoleon (1789-1815)
a. Political and Diplomatic History- Explain why Louis XVI called the EstatesGeneral and summarize what resulted; Analyze why Parisians stormed the
Bastille; Explain how the political crisis of 1789 led to popular revolts;
Summarize the moderate reforms enacted by the National Assembly in August
1789; Identify additional actions taken by the National Assembly as it pressed
onward; Analyze why there was a mixed reaction around Europe to the events
unfolding in France; Explain why the revolution became more radical; Describe
the Reign of Terror; Describe how Napoleon gained power; Explain how
Napoleon built and defended his empire; Describe the events that led to
Napoleon’s downfall; Discuss how the Congress of Vienna sought to impose a
new order in Europe.
b. Social and Economic History- Describe the social structure of the old
regime; Explain why France faced an economic crisis in 1789; Explain why
efforts at reform failed; Identify how the French Revolution changed daily life.
c. Intellectual and Cultural History- Identify the beliefs and attitudes that
inspired the leaders of the French Revolution; Analyze the role of nationalism
during the French Revolution; Explain the effect of the French Revolution on the
arts; Summarize the principles that guided leaders at the Congress of Vienna.
V. The Industrial Revolution and Life in the Industrial Age (1750-1900)
a. Political and Diplomatic History- Describe why Britain was the starting point
for the Industrial Revolution; Identify the industrial powers that emerged in the
1800s.
b. Social and Economic History- Analyze why life changed as industry spread;
Summarize how an agricultural revolution led to the growth of industry; Outline
the new technologies that helped trigger the Industrial Revolution; Describe the
changes that transformed the textile industry; Explain the significance of the
transportation revolution; Explain what caused urbanization and what life was
like in the new industrial cities; Compare and contrast the industrial working
class and the new middle class; Identify how the factory system and mines
changed the way people worked; Analyze the benefits and challenges of
industrialization; Explain why big business emerged in the late 1800s; Describe
how cities had changed by 1900; Explain how working-class struggles led to
improved conditions for workers.
c. Intellectual and Cultural History- Describe laissez-faire economics and the
beliefs of those who supported it; Describe the doctrine of utilitarianism;
Summarize the theories of socialism; Explain Marx’s views of the working class
and the response of Marxism; Summarize the themes that shaped romantic art,
literature, and music; Explain how realists responded to the industrial world.
Big Idea: Liberty, Conservatism and Liberalism
VI. Revolutions in Europe and Latin America (1790-1848)
a. Political and Diplomatic History- Describe how French rebels won some
reforms in 1830; Analyze how the spirit of reform spread in 1830; Explain the
revolutions that surged through France and throughout the rest of Europe in
1848; Analyze why most of the revolutions of 1848 failed to achieve their goals;
Describe Haiti’s fight for freedom; Summarize the revolts in Mexico and Central
America; Account for how revolutions ignited South America.
b. Social and Economic History- Explain the conditions under which the
people of France lived that led to revolution rather than peace; Describe how
the social structure contributed to discontent in Latin America.
c. Intellectual and Cultural History- Explain the goals of conservatives;
Explain how liberals and nationals challenged the old order; Summarize the
early challenges to the old order in Europe.
9
Quarter III
Big Idea: Control
Big Idea: Unity and Division
VII. The New Imperialism (1800-1914)
a. Political and Diplomatic History- Describe how imperial governments ruled
their empires; Describe the forces that were shaped Africa before 1880;
Account for how Leopold II started a scramble for colonies; Identify which
European countries carved up Africa; Describe how Africans resisted
imperialism; Describe the causes and effects of the Sepoy rebellion; Explain
how British rule affected India; Explain what motivated the Indian independence
movement after World War I; Summarize how the Qing dynasty fell; Analyze the
factors contributing to Japan’s drive for empire; Describe how Africa’s colonies
gained independence; Explain how Africans built new nations; Outline South
Africa’s struggle for freedom.
b. Social and Economic History- Explain why European imperialism grew in
the late 1800s; Identify the groups that supported the new imperialism; Describe
what trade rights Westerners sought in China; Explain the internal problems
Chinese reformers tried to solve; Explain how problems in Japanese society
and the opening of Japan to other countries led to the Meiji government;
Analyze how Mohandas Gandhi influenced the independence movement;
Describe the impact of the Salt March on the course of the Indian
Independence movement; Analyze how ethnic conflict killed millions in Rwanda
and Sudan.
c. Intellectual and Cultural History- Describe the “white man’s burden”; Define
Social Darwinism; Describe how Indians viewed western culture; Identify the
origins of Indian nationalism; Explain the themes of Indian writer Rabindranath
Tagore.
VIII. Nationalism Triumphs in Europe (1800-1914)
a. Political and Diplomatic History- Identify several events that promoted
German unity during the early 1800s; Explain how Bismarck unified Germany;
Analyze the basic political organization of the new German Empire; Explain why
Bismarck was called the Iron Chancellor; Outline the goals of Kaiser William II;
Identify the obstacles to Italian unity; Analyze the roles Count Camillo Cavour
and Giuseppe Garibaldi played in the struggle for Italy; Describe how
nationalism contributed to the decline of the Hapsburg empire; Explain the main
characteristics of the Dual Monarchy; Analyze how the growth of nationalism
affected the Ottoman Empire.
b. Social and Economic History- Describe how Germany became an industrial
giant; Explain what domestic policies Bismarck pursued; Describe the
challenges that faced the new nation of Italy.
c. Intellectual and Cultural History- Identify Bismarck’s use of realpolitik;
Define anarchism; Describe Giuseppi Verdi’s role as an ardent Italian
nationalist.
Big Idea: Conflict
IX. World War I (1914-1924)
a. Political and Diplomatic History- Describe how international rivalries and
nationalism pushed Europe toward war; Explain how the assassination in
Sarajevo led to the star of World War I; Analyze the causes and effects of the
European alliance system; Explain why a stalemate developed on the Western
Front; Outline the course of war on the Eastern Front, in other parts of Europe,
in Turkey, and in the Middle East; Summarize how colonies fought in the war;
Analyze the causes and effects of American entry into the war; Summarize
events that led to the end of the war; Analyze the costs of World War I;
Describe the issues faced by the delegates to the Paris Peace Conference;
Explain why many people were dissatisfied with the Treaty of Versailles.
b. Social and Economic History- Describe how World War I became a total
war; Identify the role women played in the war effort; Explain the effects that
years of warfare had on morale.
c. Intellectual and Cultural History- Describe how technology made World
War I different from earlier wars; Analyze wartime propaganda.
10
Quarter IV
Big Idea: Revolution
Big Idea: Indoctrination
X. Russian Revolution and The Soviet Union Under Stalin (1917-1939)
a. Political and Diplomatic History- Describe major obstacles to progress in
Russia; Explain why tsars followed a cycle of absolutism, reform, and reaction;
Outline the causes and results of the Revolution of 1905; Explain the causes of
the March Revolution; Describe the goals of the of Lenin and the Bolsheviks in
the November Revolution; Outline how the Communists defeated their
opponents in Russia’s civil war; Explain Soviet foreign policy under Stalin.
b. Social and Economic History- Analyze why the problems of industrialization
contributed to the outbreak of revolution; Identify why Russia was a relatively
backward country; Analyze how the Communist state developed under Lenin;
Analyze how Lenin compromised between the ideas of capitalism and
communism in crating the New Economic Policy; Describe the effects of Stalin’s
five-year plans; Explain how Stalin tried to control how people thought in the
Soviet Union; Outline communist change to Soviet society.
c. Intellectual and Cultural History- Analyze Soviet propaganda and art.
XI. The Rise of Totalitarianism and the Holocaust (1919-1939)
a. Political and Diplomatic History- Summarize the domestic and foreign
policy issues Europe faced after World War I; Describe how conditions in Italy
favored the rise of Mussolini; Explain how Mussolini reshaped Italy; Analyze
why the Weimar government failed; Describe how Hitler turned Germany into a
totalitarian state; Describe how fascist leaders gained power in Eastern Europe;
Describe how Japanese democracy grew during the 1920s; Identify the policies
Japanese militarists pursued; Identify the three phases of the Holocaust: legal
persecution, expulsion and deportation, and the Final Solution.
b. Social and Economic History- Analyze how Western society changed after
World War I; Compare the postwar economic situations in Britain, France, and
the United States; Describe how the Great Depression began and spread and
how Britain, France, and the United States tried to address it; Explain why the
Great Depression undermined Japanese democracy.
c. Intellectual and Cultural History- Describe the literary and artistic trends
that emerged in the 1920s; Explain the values and goals of fascism ideology;
Compare and contrast fascism and communism; Identify the origins of Nazism.
Define genocide.
Big Idea: Aggression
Big Idea: Global Community
XII. World War II and its Aftermath (1931-1955)
a. Political and Diplomatic History- Analyze the threat to world peace posed by
dictators in the 1930s and how the Western democracies responded; Describe
how the Spanish Civil War was a “dress rehearsal” for World War II; Explain
why the western democracies were unable to stop aggressive dictators;
Describe how the Axis powers came to control much of Europe but failed to
conquer Britain; Summarize Germany’s invasion of the Soviet Union; Describe
the role of the United States before and after joining World War II; Explain how
Allied victories began to push back the Axis powers; Describe D-Day and the
Allied advance toward Germany; Identify the battles that were the turning points
in the European theater; Describe the reasons for the final defeat of the Nazis;
Identify the battles that were the turning points in the Pacific War; Explain why
the United States used the atomic bomb on Japan; Describe the origins of the
Cold War.
b. Social and Economic History- Explain how nations mobilized for total war;
Summarize the material costs of World War II.
c. Intellectual and Cultural History- Explain how new technologies affected
the fighting in World War II; Analyze wartime propaganda.
XIII.Current World Issues (1945- Present)
a. Political and Diplomatic History- Describe the Universal Declaration of
Human Rights; Explain why nuclear, biological, and chemical weapons threaten
global security; Analyze reasons for the worldwide arms trade and explain how
governments and individuals are trying to restrict it; List weapons of mass
destruction and identify the threats they pose to peace, security, and human
survival; Analyze the various terrorist groups and why they are becoming more
and more dangerous; Describe the various ways in which the United States and
other nations have responded to terrorism.
b. Social and Economic History- List the natural and human-made causes of
world hunger; Describe advances and difficulties in food production; Discuss
solutions to population problems, including improving economies, limiting
population growth, and improving the status of women; Explain the causes and
effects of global poverty, disasters, and disease; Examine the effects of
HIV/AIDS on the continent of Africa; Analyze whether the basic human rights of
people around the world are being upheld; Examine examples of human rights
issues and world health issues; Describe human rights issues concerning
women today; Describe the ways in which countries around the world are
interdependent; Examine how international treaties and organizations make
global trade possible; Analyze the costs and benefits of global trade; Discuss
the effects of technology on the world economy.
11
Suggested days of Instruction
7
Blocks
Curriculum Management
System
Subject/Grade Level:
Big Idea: Individualism
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Renaissance and Reformation (1300-1650)
Goal 1: The student will be able to describe how the Renaissance shaped European art, thought, and
religion.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
1.1.
Political and Diplomatic
History- (6.1, 6.3.D)
- Explain why they
Renaissance began in Italy;
- Explain why the Church
faced widespread criticism;
- Explain why England
formed a new Church;
- Summarize the results of
the Reformation.
1.2. Social and Economic
History- (6.1, 6.3.D)
- Describe the significance of
the Medici as Renaissance
patrons;
- Explain why the
Renaissance was delayed
in northern Europe;
- Explain how the printing
press transformed Europe;
- Account for the factors that
encouraged the rise of the
vernacular in Renaissance
society;
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Essential Questions:
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
What is a Renaissance man?
What personality traits are important for rulers today?
How did the development of the printing press begin a
communications revolution?
What role does religious conflict play in today’s world?
Assessment Models:
Enduring Understandings:
Trade with the East and the rediscovery of ancient
manuscripts caused Europeans to develop new ideas
about culture and art. This period was called the
“Renaissance,” which means rebirth. Renaissance ideas
such as the importance of the individual are a strong part of
modern thought.
Trial of Martin Luther:
Students will imagine that they have been
transported back to the year 1520 and the city of
Worms. Here, they find themselves involved in the
trial of the German Monk, Martin Luther, who has
given himself up to the authority of the Catholic
Church to address the charges that he is, in two
words, a heretical revolutionary. The specific
charges are as follows:
Count 1. Development and preaching of heretical
doctrines
12
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Individualism
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Renaissance and Reformation (1300-1650)
Goal 1: The student will be able to describe how the Renaissance shaped European art, thought, and
religion.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Count 2. Inciting members of the Catholic Church to
rebel against the authority and established
doctrines of the universal Church
Count 3. Willful denial of the authority of the Pope
and Catholic Church
Explain how Luther’s
teachings affected people
and society in northern
Europe.
1.3. Intellectual and Cultural
History- (6.1, 6.3.D)
- Compare and contrast the
Renaissance and the
Middle Ages;
- Describe the ideas that
influenced Renaissance
scholars, artists, and
writers;
- Describe how individual
artists and writers
contributed to the northern
Renaissance;
- Describe how Martin Luther
challenged the Church;
- Specify the role of John
Calvin in the Reformation;
- Describe how the Catholic
Church reformed itself;
- Identify the Renaissance
ideas that Shakespeare’s
work addresses.
-
Roles:
Lawyers (Defense and Prosecution)
Prosecution witnesses: Pope Leo X, Emperor
Charles V of the Holy Roman Empire, Sir
Thomas More, John Tetzel, Ignatius Loyola,
and a German commoner.
Defense witnesses: Martin Luther, Jon Huss,
Henry VIII, John Calvin, Erasmus, Anne Boleyn,
and a German Commoner
Judge (Teacher)
Trial Procedure
1. Chief Justice reads the charges against Martin
Luther
2. Opening statement for the prosecution (2-3
minutes)
3. Opening statement for the defense (2-3 minutes)
13
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Individualism
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Renaissance and Reformation (1300-1650)
Goal 1: The student will be able to describe how the Renaissance shaped European art, thought, and
religion.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
4. Testimony of witnesses (prosecution and defense
teams have 2-3 minutes for examination of each
witness)
5. Closing statement for the prosecution (2-3
minutes)
6. Closing statement for the defense (2-3 minutes)
7. Judges deliberate and reach/read verdict and
sentence
A scoring rubric will be used.
(Evaluation, Synthesis)
Links to Literature:
Excerpt from The Courtier (Castiglione)
Excerpt from The Prince (Machiavelli)
Excerpt from The Agony and the Ecstasy (Stone)
Romeo and Juliet (Shakespeare)
Shakespeare in the Classroom (Film)
Additional Resources:
Pearson Prentice Hall, World History, Ch. 13
14
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Individualism
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Renaissance and Reformation (1300-1650)
Goal 1: The student will be able to describe how the Renaissance shaped European art, thought, and
religion.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Interdisciplinary Activities:
List characteristics of a Renaissance man or
woman. Share with a partner.
View The Medici- PBS Video Part II and
discuss.
Research Renaissance Art- Select artwork
(Identify artist, date, title, and characteristics
that make it Renaissance art)
Create a concept map comparing the basic
teachings of Roman Catholicism, Lutheranism,
and Calvinism
Draw a political cartoon that illustrates one
aspect of the religious conflict that marked the
Reformation
Prepare a script for a TV news program
reporting on King Henry VIII’s break with the
Catholic Church
15
Suggested days of Instruction
6
Blocks
Curriculum Management
System
Subject/Grade Level:
Big Idea: Power
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Age of Absolutism (1550-1800)
Goal 2: The student will be able to describe the events that led to the rise of absolute monarchies and the
development of centralized nation-states in Europe.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
2.1.
-
-
-
-
-
Political and Diplomatic
History- (6.1, 6.3.D,
6.3.E)
Describe how Philip II used
royal power;
Describe how French rulers
became absolute
monarchs;
Summarize the results of
the reign off Louis XIV;
Describe the issues that
divided the Stuart kings and
Parliament;
Summarize the causes and
results of the English Civil
War;
Explain how the Glorious
Revolution ensured the rule
of law;
Describe the results of the
Thirty Year’s War;
Describe how Austria and
Prussia emerged as great
powers;
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Essential Questions:
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
What are the benefits and drawbacks of having an
absolute ruler?
What are the benefits and drawbacks of
constitutionalism?
How did European monarchs contribute to cultural
flowering within their countries?
Enduring Understandings:
As feudalism declined, stronger national kingdoms in
Spain, France, Austria, and Prussia emerged under the
control of absolute rulers. In Great Britain, Parliament and
the British people challenged the monarch’s authority. The
overthrow of the king led to important political changes.
16
Assessment Models:
Students will imagine that they are a European
diplomat some time between 1550 and 1800.
Several well known European rulers are
attending a large conference. They have been
asked to give a brief speech introducing one of
them to the assembled crowd.
Students will research facts about this person’s
character, experience, ambitions, philosophy of
government, and nation. They should also find
at least one anecdote that they can include in
the introduction.
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Power
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Age of Absolutism (1550-1800)
Goal 2: The student will be able to describe the events that led to the rise of absolute monarchies and the
development of centralized nation-states in Europe.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
-
Explain how the balance of
power affected European
diplomacy.
2.2. Social and Economic
History- (6.1, 6.3.D,
6.3.E)
- Specify why the Spanish
economy declined in the
1600s;
- Explain how the wars of
religion divided France;
- Explain how Louis XIV
secured the support of the
nobility;
- Discuss how Louis XIV’s
actions weakened France’s
economy.
2.3. Intellectual and Cultural
History- (6.1, 6.3.D,
6.3.E)
- Explain how the arts
flourished during Spain’s
golden age;
- Describe the ways in which
Louis XIV and his court at
Versailles influenced the
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Students will write the speech, which will
include the ruler’s key accomplishments and
explain why he or she is influential. Students
will predict what this person’s role in history will
be.
List of European Rulers:
o Philip II
o Henry IV
o Louis XIV
o James I
o Charles I
o William and Mary
A scoring rubric should be used.
(Evaluation, Synthesis)
Links to Literature:
Excerpt from Don Quixote (Cervantes)
Additional Resources:
Pearson Prentice Hall, World History, Ch. 16
17
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Power
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Age of Absolutism (1550-1800)
Goal 2: The student will be able to describe the events that led to the rise of absolute monarchies and the
development of centralized nation-states in Europe.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
arts.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Interdisciplinary Activities:
Students will imagine that they are Charles V
shortly after they have given up their throne and
divided their empire. They will write a letter to
Philip II in which they explain their reasons for
their actions and give one piece of advice about
being king.
Students will imagine that their school is putting
a play on about Louis XIV set at Versailles.
They have been asked to design the set. They
will make a list of furniture, paintings, and other
items you would want to include in the set.
Create an annotated chart or diagram
portraying English rulers from 1603-1689.
Draw a political cartoon about the execution of
Charles I from the point of view of either a
Roundhead or Cavalier.
Create a cause and effect chart for the following
events:
o The Thirty Years’ War
o The War of Austrian Succession
o The Rise of Prussia
18
Suggested days of Instruction
6
Blocks
Curriculum Management
System
Subject/Grade Level:
Big Idea: Rationalism and Social Contract
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Scientific Revolution and the Enlightenment (1550-1800)
Goal 3: The student will be able to analyze events that led Enlightenment thinkers to question old ideas
and to revolutionize the arts, religion, government, and society.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
3.1.
Political and Diplomatic
History- (6.1, 6.3.D,
6.3.E)
- Describe the ideas about
government that emerged
during the Enlightenment;
- Explain why some
European rulers embraced
Enlightenment ideas;
- Compare the ideas of
Locke and Hobbes.
3.2. Social and Economic
History- (6.1, 6.3.D,
6.3.E)
- Describe the economic
ideas supported by
Enlightenment thinkers;
- Specify how Enlightenment
ideas posed a challenge to
the established order;
- Describe how most people
lived during the Age of
Reason;
- Explain the role of salons in
spreading Enlightenment
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Essential Questions:
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
What are rights? From where do they come?
What is the purpose of government?
Should the common good be put over the interest of
the individual?
Enduring Understandings:
The thinkers of the Enlightenment challenged old ideas
about power and authority. Such new ways of thinking led
to, among other things, the French Revolution.
19
Assessment Models:
- Enlightenment Salon:
- Part I: The teacher will act as Madame de
Pompadour and will host a salon in the
classroom. The students in small group
configurations will be assigned the role of
one of the Enlightenment thinkers and will
prepare answers for the following
questions:
1. What country are they from?
2. What are their Enlightenment ideas?
What are their beliefs?
3. What are their accomplishments?
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Rationalism and Social Contract
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Scientific Revolution and the Enlightenment (1550-1800)
Goal 3: The student will be able to analyze events that led Enlightenment thinkers to question old ideas
and to revolutionize the arts, religion, government, and society.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
ideas.
3.3. Intellectual and Cultural
History- (6.1, 6.3.D,
6.3.E)
- Explain how astronomers
changed the way people
viewed the universe;
- Describe the new scientific
method;
- Explain how Newton’s work
linked physics and
astronomy;
- Summarize the advances
that were made in
chemistry and medicine;
- Explain how the
Enlightenment was linked
to the Scientific Revolution;
- Identify the beliefs and
contributions of the
philosophes, including
Locke, Rousseau,
Montesquieu, Voltaire, and
Beccaria;
- Identify the ideas that
influenced artist and writers
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
4. What are their famous quote(s)? What
do they mean?
5. How do they view the death penalty?
6. How do they view abortion?
7. How do they view the U.S. involvement
in Iraq?
8. How do they view same sex marriage?
9. What is their favorite TV show?
10. What is their favorite movie?
11. What is their favorite book?
12. What is their favorite song?
20
-
They must remember to answer the
questions as if they are that Enlightenment
personality. The answers must be in line
with their Enlightenment beliefs.
-
Personalities:
o Voltaire
o Locke
o Hobbes
o Rousseau
o Montesquieu
o Wollstonecraft
o Beccaria
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Rationalism and Social Contract
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Scientific Revolution and the Enlightenment (1550-1800)
Goal 3: The student will be able to analyze events that led Enlightenment thinkers to question old ideas
and to revolutionize the arts, religion, government, and society.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
of the Enlightenment.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
-
-
Part II: Each individual student will select
the Enlightenment thinker that is most in
line with their personal beliefs and views. In
written form they must explain their
selection and defend their responses.
A scoring rubric will be used.
(Analysis, Evaluation, Synthesis)
Links to Literature:
Excerpt from Two Treatises on Government
(Locke)
Excerpt from The Social Contract (Rousseau)
The Declaration of Independence (Jefferson)
Excerpt from Candide (Voltaire)
Excerpt from A Modest Proposal (Swift)
Additional Resources:
Pearson Prentice Hall, World History, Ch. 13 Sec. 5
& 17
21
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Rationalism and Social Contract
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Scientific Revolution and the Enlightenment (1550-1800)
Goal 3: The student will be able to analyze events that led Enlightenment thinkers to question old ideas
and to revolutionize the arts, religion, government, and society.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Interdisciplinary Activities:
Create Scientific Revolution Skits that describe
the accomplishments of the following thinkers:
Copernicus and Kepler
Galileo and Inquisition
Newton
Vesalius and William Harvey
Bacon and Descartes
Create a poster to illustrate a quote from one of
the Enlightenment thinkers and then they will
present their poster explaining their quote and
image.
Create a graphic organizer of the major ideas of
the Enlightenment including the following
categories: ideas, thinker, writings and impact.
22
Suggested days of Instruction
8
Blocks
Curriculum Management
System
Subject/Grade Level:
Big Idea: Revolution
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The French Revolution and Napoleon (1789-1815)
Goal 4: The student will be able to analyze the French Revolution, the rise and fall of Napoleon, and the
Congress of Vienna.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
4.1.
-
-
-
-
-
-
Political and Diplomatic
History- (6.1, 6.3.E)
Explain why Louis XVI
called the EstatesGeneral and summarize
what resulted;
Analyze why Parisians
stormed the Bastille;
Explain how the political
crisis of 1789 led to
popular revolts;
Summarize the moderate
reforms enacted by the
National Assembly in
August 1789;
Identify additional actions
taken by the National
Assembly as it pressed
onward;
Analyze why there was a
mixed reaction around
Europe to the events
unfolding in France;
Explain why the
revolution became more
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Essential Questions:
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
What is class struggle? Cite examples of class struggle
in the modern world.
How would you change an unjust government?
Is a democratic government ever justified in using
nondemocratic means to protect itself and ensure its
survival? Why or why not?
Enduring Understandings:
Throughout history, economic, and social inequalities have
at times let people to revolt against their governments.
Driven by the example of the American Revolution and
such Enlightenment ideas such as liberty, equality, and
democracy, the French ousted the government of Louis
XVI and established a new political order.
Assessment Models:
-
-
-
23
French Revolution Newspaper
Part I: In small group configurations, the
students will become journalists for the
Revolutionary Times, a newspaper chronicling
the French Revolution.
There will be 3 issues published that
correspond with different phases of the French
Revolution.
Issues:
1.
Moderate- 1789-1792
(Constitutional Monarchy)
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Revolution
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The French Revolution and Napoleon (1789-1815)
Goal 4: The student will be able to analyze the French Revolution, the rise and fall of Napoleon, and the
Congress of Vienna.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
radical;
- Describe the Reign of
Terror;
- Describe how Napoleon
gained power;
- Explain how Napoleon
built and defended his
empire;
- Describe the events that
led to Napoleon’s
downfall;
- Discuss how the
Congress of Vienna
sought to impose a new
order in Europe.
4.2. Social and Economic
History- (6.1, 6.3.E)
- Describe the social
structure of the old
regime;
- Explain why France faced
an economic crisis in
1789;
- Explain why efforts at
reform failed;
- Identify how the French
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
2.
-
1.
2.
3.
4.
5.
-
24
Radical and Reactionary- 1792-1799
(Republic and Directory)
3.
Age of Napoleon- 1799-1815
(Consul and Emperor)
Newspaper Layout:
o
Newspaper Title
o
Date
o
Headlines
o
Bylines
o
Pictures
Newspaper Sections:
News Articles (Minimum 2)
Editorials
Arts and Leisure
Review artwork, music, and fashion
Political Cartoon
Bonus Features
Word Puzzles, Obituaries, Advertisements
Part II: Groups will present their
newspapers to the whole class.
A scoring rubric should be used.
(Evaluation, Synthesis)
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Revolution
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The French Revolution and Napoleon (1789-1815)
Goal 4: The student will be able to analyze the French Revolution, the rise and fall of Napoleon, and the
Congress of Vienna.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Revolution changed daily
life.
4.3. Intellectual and Cultural
History- (6.1, 6.3.E)
- Identify the beliefs and
attitudes that inspired the
leaders of the French
Revolution;
- Analyze the role of
nationalism during the
French Revolution;
- Explain the effect of the
French Revolution on the
arts;
- Summarize the principles
that guided leaders at the
Congress of Vienna.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Links to Literature:
A Tale of Two Cities (Charles Dickens)
“La Marseillaise”
Excerpt from “A Declaration of the Rights of Man
and of the Citizen”
“Russia 1812” (a selection from Hugo’s The
Expiation)
Additional Resources:
Pearson Prentice Hall, World History, Ch. 18
Interdisciplinary Activities:
Create profiles for 3 of the following
characters: a nun, a priest, a noblemen, a
banker, a member of the royal family, a
manufacturer, a lawyer, a peasant, a
journeyman, a servant, then identify the
estate to which the person belongs,
privileges that the person might have,
complaints that the person might have had
and changes that they may have desire.
Students will create a political cartoon that
represents the views of one of the
individuals profiled.
25
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Revolution
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The French Revolution and Napoleon (1789-1815)
Goal 4: The student will be able to analyze the French Revolution, the rise and fall of Napoleon, and the
Congress of Vienna.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
French Revolution Constitution Simulation:
Part I: Students will be divided into 8 groups:
- Politicalo The Royalists
o The Moderates
o The Liberals
o The Radicals
- Socialo Clergy
o Nobles
o Merchants
o Peasants
- The political groups will compete for the
power, approval, and wealth of the four
social groups. Each group drafts a
constitution explaining their desired form of
government. After listening to the
constitutions, the social groups will vote on
which one they support.
- The political group with the most votes
gains control of the government.
- Part II: Compare the outcome of the
simulation to what really happens in
France.
26
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Revolution
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The French Revolution and Napoleon (1789-1815)
Goal 4: The student will be able to analyze the French Revolution, the rise and fall of Napoleon, and the
Congress of Vienna.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
View Tale of Two Cities and complete video
guide.
Analyze the lyrics and audio of La Marseillaise
and The Star Spangled Banner and compare
the tone, mood, and message of the works.
Writing prompt: Is a democratic government
ever justified in using nondemocratic means to
protect itself and ensure its survival?
Perform the debate on the sentencing of Louis
XVI within the National Convention. Students
will respond in written form to the following
question: Do you think the execution of Louis
XVI was justified? Why or why not?
Analyze the artwork of Jacques-Louis David
and describe in written form why he was called
“the virtual art dictator of France for a
generation.”
Create a bumper sticker for all the royal
carriages at the Congress of Vienna attempting
to turn the clock back to before the French
Revolution.
Create a chart with a column for each of the
four phases of the French Revolution and
record the major events in the appropriate
column, add dates, and create a timeline.
27
Suggested days of Instruction
6
Blocks
Curriculum Management
System
Subject/Grade Level:
Big Idea: Change
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Industrial Revolution and Life in the Industrial Age (1750-1900)
Goal 5: The student will be able to trace key events of the Industrial Revolution and analyze how these
affected economics and politics.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
5.1.
-
-
5.2.
-
-
-
-
Political and Diplomatic
History- (6.1, 6.3.E)
Describe why Britain was
the starting point for the
Industrial Revolution;
Identify the industrial
powers that emerged in
the 1800s.
Social and Economic
History- (6.1, 6.3.E)
Analyze why life changed
as industry spread;
Summarize how an
agricultural revolution led
to the growth of industry;
Outline the new
technologies that helped
trigger the Industrial
Revolution;
Describe the changes
that transformed the
textile industry;
Explain the significance
of the transportation
revolution;
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Essential Questions:
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
How did the Industrial Revolution change the
economic and political climate in the world?
Why did the industrial nations become the leading
th
powers in the 20 century?
What are the long-term benefits and drawbacks of
industrialization?
Enduring Understandings:
The global power balance shifted after the Industrial
Revolution. This shift occurred because industrialized
nations dominated the rest of the world.
Assessment Models:
Document Based Essay: Industrial Revolution in
Great Britain
Prompt: Did the Industrial Revolution improve life in
Great Britain?
-
28
Documents:
A) News Report, Oct. 27, 1829
B) Fanny Kemble, actress, writing about the
opening of the Liverpool and Manchester
Railway, 1830.
C) Drawing, The Locomotion pulling cars.
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Change
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Industrial Revolution and Life in the Industrial Age (1750-1900)
Goal 5: The student will be able to trace key events of the Industrial Revolution and analyze how these
affected economics and politics.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
-
-
-
-
-
-
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Explain what caused
urbanization and what life
was like in the new
industrial cities;
Compare and contrast
the industrial working
class and the new middle
class;
Identify how the factory
system and mines
changed the way people
worked;
Analyze the benefits and
challenges of
industrialization;
Explain why big business
emerged in the late
1800s;
Describe how cities had
changed by 1900;
Explain how workingclass struggles led to
improved conditions for
workers.
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
-
-
-
D) Friedrich Engels, Industrial Manchester,
1844.
E) Edward Chadwick, Report...from the
Poor Law Commissioners on an Inquiry into
the Sanitary Conditions of the Labouring
Population of Great Britain, London, 1842.
F) Joseph Hebergam, Interview by Michael
Sadler and House of Commons Committee,
July 1832.
G) No. 104, The Penny Magazine, Nov. 16,
1833.
H) No. 215, The Penny Magazine, Aug. 8,
1835.
A scoring rubric should be used.
(Analysis, Evaluation)
Links to Literature:
“Testimony on Child Labor in Britain”
Excerpt from “The Opening of the Liverpool to
Manchester Railway”
Excerpt from Mary Barton
29
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Change
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Industrial Revolution and Life in the Industrial Age (1750-1900)
Goal 5: The student will be able to trace key events of the Industrial Revolution and analyze how these
affected economics and politics.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
5.3.
-
-
-
-
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Additional Resources:
Pearson Prentice Hall, World History, Ch. 19 & 21
Intellectual and Cultural
History- (6.1, 6.3.E)
Describe laissez-faire
economics and the
beliefs of those who
supported it;
Describe the doctrine of
utilitarianism;
Summarize the theories
of socialism;
Explain Marx’s views of
the working class and the
response of Marxism;
Summarize the themes
that shaped romantic art,
literature, and music;
Explain how realists
responded to the
industrial world.
Interdisciplinary Activities:
- Create a chart and classify the effects of
the Industrial Revolution in three
categories: Economic, Social and Political
- Students will imagine they are a factory
owner during the Industrial Revolution, and
will write a letter to a newspaper justifying
working conditions in your factory.
- Create a political cartoon that highlights a
condition or problem associated with the
Industrial Revolution in Great Britain.
- Analyze photographs of child laborers and
identify the conditions and health problems
they are in.
- The students will assume that it is the early
1800’s and that the contract at the
Manchester Textile Company, a clothing
manufacturer, is about to expire. Labor and
management must get together and
negotiate a new agreement. Divide the
class into groups. Two people in each
group will represent management and two
will represent labor. The two sides must
30
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Change
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Industrial Revolution and Life in the Industrial Age (1750-1900)
Goal 5: The student will be able to trace key events of the Industrial Revolution and analyze how these
affected economics and politics.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
-
-
-
31
discuss and finalize terms of a new contract
to replace the one that is due to expire.
Simulate an assembly line in the classroom.
Divide the class into teams. One team will
be designated as the artisans while the
other team will be on the factory lines. The
teams can either create a stick figure or
mini-memo pads (or other item that can be
massed produced.) The goal is to create a
specified quota in an allotted amount of
time. A manager will signal start and stop
time with a bell or whistle and will supervise
the worker’s progress. They will also be
charged with inspecting the finished
products. The students will write a evaluate
the benefits and drawbacks of assembly
line products versus handcrafted ones.
Create an advertisement for an invention
from the Industrial Revolution with a slogan,
visual, inventor’s name, and purpose.
Debate the advantages and disadvantages
of the Industrial Revolution.
Suggested days of Instruction
5
Blocks
Curriculum Management
System
Subject/Grade Level:
Big Idea: Liberty, Conservatism, Liberalism
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: Revolutions in Europe and Latin America (1790-1848)
Goal 6: The student will be able to explain how revolutionary ideals in Europe and Latin America ignited
uprisings in the first half of the nineteenth century.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
6.1.
-
-
-
-
-
6.2.
-
Political and Diplomatic
History- (6.1, 6.3.E)
Describe how French
rebels won some reforms
in 1830;
Analyze how the spirit of
reform spread in 1830;
Explain the revolutions
that surged through
France and throughout
the rest of Europe in
1848;
Analyze why most of the
revolutions of 1848 failed
to achieve their goals;
Describe Haiti’s fight for
freedom;
Summarize the revolts in
Mexico and Central
America;
Account for how
revolutions ignited South
America.
Social and Economic
History- (6.1, 6.3.E)
Explain the conditions
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Essential Questions:
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
What is conservatism? How does it apply to
modern politics?
What is liberalism? How does it apply to modern
politics?
Enduring Understandings:
Inspired by Enlightenment ideas, the people of Latin
th
America rebelled against European rule in the early 19
century. Rebels in Europe responded to nationalistic calls
for independence.
Assessment Models:
In partners, students will create a dialogue
between a liberal and conservative.
Students will reveal liberal and conservative
attitudes toward such issues as natural rights,
the role of government, the power of monarchs,
the proper social structure, the role of religion,
and change in general.
Then students will present their dialogue to the
class.
A scoring rubric should be used.
(Evaluation, Synthesis)
32
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Liberty, Conservatism, Liberalism
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: Revolutions in Europe and Latin America (1790-1848)
Goal 6: The student will be able to explain how revolutionary ideals in Europe and Latin America ignited
uprisings in the first half of the nineteenth century.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
under which the people of
France lived that led to
revolution rather than
peace;
- Describe how the social
structure contributed to
discontent in Latin
America.
6.3. Intellectual and Cultural
History- (6.1, 6.3.E)
- Explain the goals of
conservatives;
- Explain how liberals and
nationals challenged the
old order;
- Summarize the early
challenges to the old
order in Europe.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Links to Literature:
Excerpt from Les Miserables (Victor Hugo)
“The Day They Burned the Books” (Jean Rhys)
Wide Sargasso Sea (Jean Rhys)
Additional Resources:
Pearson Prentice Hall, World History, Ch. 20
Interdisciplinary Activities:
Students will imagine they live in Europe in
1848 and will write a letter to a friend, stating
their political position- conservative, liberal, or
radical. Students will express in written form,
their feelings about the uprisings and the future
of Europe.
Create a series of political cartoons expressing
the point of view of each of the following
groups: conservatives, liberals, and nationalists.
Construct a chart that profiles the revolutions
that occurred in Europe between 1800 and
1848. Include the country, date, goals,
opponents, outcome, reasons for
success/failure.
33
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Liberty, Conservatism, Liberalism
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: Revolutions in Europe and Latin America (1790-1848)
Goal 6: The student will be able to explain how revolutionary ideals in Europe and Latin America ignited
uprisings in the first half of the nineteenth century.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Create a “docudrama” for television based on
the “February Days” and “June Days” during the
French Revolution of 1848.
Students will imagine they have been hired by
the French government and will create a
“wanted” poster for the capture of Toussaint
L”Ouverture.
Write a “how to” manual for carrying out a
successful revolution in Latin America. Student
work should include a profile of a successful
leader, ways to gain followers, the steps for
carrying out a revolution, recommended actions
for the post-revolutionary period, the mistakes
to avoid.
34
Suggested days of Instruction
9
Blocks
Curriculum Management
System
Subject/Grade Level:
Big Idea: Control
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The New Imperialism (1800-1914)
Goal 7: The student will be able to trace the spread of European influence through colonial expansion.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
7.1.
-
-
-
-
-
-
Political and Diplomatic
History- (6.1, 6.3.E)
Describe how imperial
governments ruled their
empires;
Describe the forces that
were shaped Africa
before 1880;
Account for how Leopold
II started a scramble for
colonies;
Identify which European
countries carved up
Africa;
Describe how Africans
resisted imperialism;
Describe the causes and
effects of the Sepoy
rebellion;
Explain how British rule
affected India;
Explain what motivated
the Indian independence
movement after World
War I;
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Essential Questions:
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
Were the long lasting effects of imperialism more
harmful or beneficial?
How are many current problems in Africa connected to
the Age of Imperialism?
What are the factors that enable some countries to
become imperial powers while others are subject to
take over?
Enduring Understandings:
th
th
During the 19 and early 20 centuries, Western powers
divided Africa and colonized large areas of Asia. African
nations continue to feel the effects of the colonial presence
more than 100 years later.
35
Assessment Models:
- Part I:
- African Imperialism Colony Presentation
- In small group configurations, the students
will research and prepare a presentation on
one of the following colonies:
o Algeria
o Egypt
o Angola
o Rhodesia (Zambia & Zimbabwe)
o Nigeria
o South Africa
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Control
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The New Imperialism (1800-1914)
Goal 7: The student will be able to trace the spread of European influence through colonial expansion.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
-
-
7.2.
-
-
-
-
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Summarize how the Qing
dynasty fell;
Analyze the factors
contributing to Japan’s
drive for empire;
Describe how Africa’s
colonies gained
independence;
Explain how Africans built
new nations;
Outline South Africa’s
struggle for freedom.
Social and Economic
History- (6.1, 6.3.E)
Explain why European
imperialism grew in the
late 1800s;
Identify the groups that
supported the new
imperialism;
Describe what trade
rights Westerners sought
in China;
Explain the internal
problems Chinese
reformers tried to solve;
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
-
-
o British East Africa (Kenya)
o Libya
o German East Africa (Tanzania)
o Sierra Leone
o Congo (DRC)
o Gold Coast (Ghana)
The presentations will be accompanied by a
PowerPoint and a hand-out for their
classmates
The PowerPoint must contain visuals and
text
The presentation must be between 8-10
minutes
A works cited page will be included
(Comprehension, Evaluation, Synthesis)
Links to Literature:
Hind Swaraj - Indian Home Rule (Ghandi)
“The Burial” (Rudyard Kipling)
Excerpt from Things Fall Apart (Chinua Achebe)
36
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Control
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The New Imperialism (1800-1914)
Goal 7: The student will be able to trace the spread of European influence through colonial expansion.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
-
-
-
-
7.3.
-
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Explain how problems in
Japanese society and the
opening of Japan to other
countries led to the Meiji
government;
Analyze how Mohandas
Gandhi influenced the
independence movement;
Describe the impact of
the Salt March on the
course of the Indian
Independence
movement;
Analyze how ethnic
conflict killed millions in
Rwanda and Sudan.
Intellectual and Cultural
History- (6.1, 6.3.E)
Describe the “white man’s
burden”;
Define Social Darwinism;
Describe how Indians
viewed western culture;
Identify the origins of
Indian nationalism;
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Additional Resources:
Pearson Prentice Hall, World History, Ch. 24 & 25
Interdisciplinary Activities:
- Analyze the poem and cartoon “The White
Man’s Burden” and identify the reason for
imperialism argued by those two sources.
- Create a chart that explains the different
forms of imperialism: colony, protectorate,
and sphere of influence.
- Create two visuals describing direct and
indirect control.
- Write an essay to summarize the causes
and effects of imperialism. The essay will
include an introduction; a paragraph each
for political, economic, and social causes
and effects; and a full conclusion.
- On an outline map of Imperialism in Africa,
label all countries and identify the power
that imperialized them by creating a color
coded key.
- Ask students to assume the persona of
Henry Stanley, David Livingstone, and Cecil
Rhodes and write letters describing the
37
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Control
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The New Imperialism (1800-1914)
Goal 7: The student will be able to trace the spread of European influence through colonial expansion.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
-
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Explain the themes of
Indian writer
Rabindranath Tagore.
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
-
-
-
38
details of everyday life and their
discoveries.
Read and act out the scenes from Jomo
Kenyatta’s Gentlemen of the Jungle and
answer the following question: ASK: What
does this story show about Africans’ views
of the colonial powers?
Apartheid Talk Show: Roles: African
Nationalist Journalist, African-born resident
of English descent, English-educated
African lawyer, African taxi-driver living in
one of the townships, Afrikaner farmer,
Colored office worker from Capetown
o Issues and Objectives: How will the
end of apartheid affect you and
your family? What should a new
South African government be like?
Will ending apartheid be good for
the country?
Create a storyboard about imperialism in
Asia that chronicles major events in one of
the following countries:
o India, China, Japan, Southeast
Asia
o Segments of the storyboard will
include:
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Control
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The New Imperialism (1800-1914)
Goal 7: The student will be able to trace the spread of European influence through colonial expansion.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
o
o
-
-
-
-
39
A Map
Reasons why the area was
desirable
o Areas response to imperialization
o Positive Effects
o Negative Effects
Compare the tactics used by Gandhi and
Dr. Martin Luther King Jr. and include
specific examples.
Write a dialogue between two of Dowager
Empress CiXi’s advisers—one arguing for
continued isolation, the other for openness
to foreign influence and trade.
Research Matthew C. Perry’s dealing with
the Japanese and prepare a television
interview with questions and answers for
Perry and the Japanese shoguns who
signed treaties with him.
Design a billboard publicizing the changes
made during the Meiji Restoration.
Suggested days of Instruction
6
Blocks
Curriculum Management
System
Subject/Grade Level:
Big Idea: Unity and Division
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: Nationalism Triumphs in Europe (1800-1914)
Goal 8: The student will be able to identify the effects nationalism and the demand for reform had in
Europe.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
8.1.
-
-
-
-
-
Political and Diplomatic
History- (6.1, 6.3.E)
Identify several events
that promoted German
unity during the early
1800s;
Explain how Bismarck
unified Germany;
Analyze the basic political
organization of the new
German Empire;
Explain why Bismarck
was called the Iron
Chancellor;
Outline the goals of
Kaiser William II;
Identify the obstacles to
Italian unity;
Analyze the roles Count
Camillo Cavour and
Giuseppe Garibaldi
played in the struggle for
Italy;
Describe how nationalism
contributed to the decline
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Essential Questions:
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
How can nationalism be both a unifying and dividing
force?
How is nationalism both a unifying and dividing force in
the world today?
Enduring Understandings:
Nationalism contributed to the formation of two new nations
and a new political order in Europe. Nationalism is the
basis of world politics today and has often caused conflicts
and wars.
Assessment Models:
Students will write a short piece of historical
fiction on one of the following topics:
o Bismarck and Realpolitik
o Wars of German Unification
o Giuseppe Garibaldi and the Red
Shirts
o Dual Monarchy
Research the period, events, and historical
figures they will include.
A scoring rubric should be used.
(Evaluation, Synthesis)
40
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Unity and Division
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: Nationalism Triumphs in Europe (1800-1914)
Goal 8: The student will be able to identify the effects nationalism and the demand for reform had in
Europe.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
of the Hapsburg empire;
- Explain the main
characteristics of the Dual
Monarchy;
- Analyze how the growth
of nationalism affected
the Ottoman Empire.
8.2. Social and Economic
History- (6.1, 6.3.E)
- Describe how Germany
became an industrial
giant;
- Explain what domestic
policies Bismarck
pursued;
- Describe the challenges
that faced the new nation
of Italy.
8.3. Intellectual and Cultural
History- (6.1, 6.3.E)
- Identify Bismarck’s use of
realpolitik;
- Define anarchism;
- Describe Giuseppi Verdi’s
role as an ardent Italian
nationalist.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Links to Literature:
Aida (Giuseppi Verdi)
“Proclamation of 1860” (Giusseppe Garibaldi)
Additional Resources:
Pearson Prentice Hall, World History, Ch. 22
Interdisciplinary Activities:
- In small group configurations, students will
create a timeline that shows the main
events in the spread of nationalism in one
of the following countries: Italy, Germany,
and Austria-Hungary.
- Label and color an outline map of the
progression of unification in Italy.
- Create a venn-diagram comparing and
contrasting the unification of Italy and
Germany.
- Hold an informal debate class debate on
the advantages and disadvantages of
Bismarck’s policy of realpolitik.
- Create a chart that identifies the common
bonds that link the people of the U.S. today,
using the following categories:
41
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Unity and Division
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: Nationalism Triumphs in Europe (1800-1914)
Goal 8: The student will be able to identify the effects nationalism and the demand for reform had in
Europe.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
o
-
-
42
Nationality, Territory/Land,
Government, Language, Religion,
Culture, Economy, Other
Write an obituary for Bismarck that
evaluates his strengths and weaknesses.
Identify and color code a map of the ethnic
groups that make up the Austro-Hungarian
Empire.
Identify and label a map of the countries
that make up the Balkans after the Crimean
War.
Suggested days of Instruction
8
Blocks
Curriculum Management
System
Subject/Grade Level:
Big Idea: Conflict
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: World War I (1914-1924)
Goal 9: The student will be able to summarize the causes, events and effects of World War I.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
9.1.
-
-
-
-
-
-
Political and Diplomatic
History- (6.1, 6.3.F)
Describe how
international rivalries and
nationalism pushed
Europe toward war;
Explain how the
assassination in Sarajevo
led to the star of World
War I;
Analyze the causes and
effects of the European
alliance system;
Explain why a stalemate
developed on the
Western Front;
Outline the course of war
on the Eastern Front, in
other parts of Europe, in
Turkey, and in the Middle
East;
Summarize how colonies
fought in the war;
Analyze the causes and
effects of American entry
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Essential Questions:
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
How is the romantic view of war challenged by the it’s
realities?
In what ways was World War I truly a global conflict?
Was World War I avoidable? Why or why not?
How would history be different if instead of a punitive
peace, Wilson’s “peace without victory” was
implemented?
Enduring Understandings:
The quest among European nations for greater power
th
played a role in causing World War I. By the turn of the 20
century, relations among these countries had grown
increasingly tense. Advances in weaponry, from
improvements to the machine gun and airplane, to the
invention of the tank, led to mass devastation during World
War I. Hard feelings left by the peace settlement helped
cause World War II.
43
Assessment Models:
- Mock Peace Conference
- Part I: In small group configurations,
students represent the major nations or
empires involved in World War I. (Great
Britain, France, Russia, the United States,
Germany, Austria-Hungary, Japan, Italy,
Ottoman Empire) Each nation is going to
determine how post-war peace is going to
be achieved, what is to be awarded to the
victors, and the punishment for the
defeated nations.
- Groups will analyze the data for their nation
or empire. The data includes pre-war
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Conflict
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: World War I (1914-1924)
Goal 9: The student will be able to summarize the causes, events and effects of World War I.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
into the war;
- Summarize events that
led to the end of the war;
- Analyze the costs of
World War I;
- Describe the issues faced
by the delegates to the
Paris Peace Conference;
- Explain why many people
were dissatisfied with the
Treaty of Versailles.
9.2. Social and Economic
History- (6.1, 6.3.F)
- Describe how World War
I became a total war;
- Identify the role women
played in the war effort;
- Explain the effects that
years of warfare had on
morale.
9.3. Intellectual and Cultural
History- (6.1, 6.3.F)
- Describe how technology
made World War I
different from earlier
wars;
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
-
44
background information, list of German
colonies, an ethnic make-up map, military
mobilized, total casualties, and financial
costs.
This information should be considered
to determine the peace initiatives and
desired treaty provisions.
ASK:
1. Should war reparations be
demanded? To who? How much?
2. Should military capabilities be
monitored? How?
3. Should land be exchanged? New
countries formed? Colonies taken
away? Be specific. Explain why.
4. Any other punishments or rewards?
5. How can peace be maintained in
future years?
6. Be able to explain and defend your
nation’s position.
Part II: Each group will select a representative
to defend their nation’s position at the peace
conference and to win as many treaty
provisions that are in their favor. Compromising
may be necessary. All group members will be
consulted when coming to compromises and
major decisions. A vote will determine which
provisions will be included in the treaty.
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Conflict
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: World War I (1914-1924)
Goal 9: The student will be able to summarize the causes, events and effects of World War I.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
-
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
-
Analyze wartime
propaganda.
-
Part III: At the conclusion of the Mock Peace
Conference, students will compare the class
generated treaty with the actual treaties from
the Paris Peace Conference. Students will
identify that which may be contrary to the
creation of a lasting peace.
A scoring rubric should be used.
(Analysis, Evaluation, Synthesis)
Links to Literature:
All Quiet on the Western Front (Erich Remarque)
“The Soldier” and “Dulce et Decorum Est”
Additional Resources:
Pearson Prentice Hall, World History, Ch. 26
Interdisciplinary Activities:
- Complete a “Causes of World War I”
graphic organizer (MANIA) with the
following items for the four long-term
causes: Definition, How it worked toward
the war, Specific examples, and the
following for the immediate cause: Who, By
whom, Why.
- Alliance Game Simulation: Students act as
45
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Conflict
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: World War I (1914-1924)
Goal 9: The student will be able to summarize the causes, events and effects of World War I.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
-
-
-
-
46
ambassadors of fictitious countries (that
have similarities to the countries involved in
World War I) and will analyze the “world
situation summary” as well as their country
summaries to experience negotiating
alliances, determining which alliances will
best protect them or put them at risk,
deceptions that may occur, and how
alliances can drag numerous countries into
war.
Label and color code a map of Europe in
1914 identifying the alliance systems and
the Western and Eastern Fronts.
Trench Warfare Simulation: Students
experience conditions of the trenches
through detailed descriptions, sounds, and
pictures while sitting in “trenches” set up in
the classroom.
Writing Prompt: Why is the assassination of
Archduke Franz Ferdinand called, “a
murder with millions of victims?”
Students will imagine that they are a soldier
in the trenches during World War I. They
will write a letter home describing the living
conditions in the trench, daily life, food, and
feelings about an upcoming attack.
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Conflict
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: World War I (1914-1924)
Goal 9: The student will be able to summarize the causes, events and effects of World War I.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
-
-
-
-
47
Create a newspaper article covering the
purpose, events, and results of one World
War I battle.
Design a British propaganda poster urging
the United States to join the war on the side
of the Allies.
Create an advertisement for a new form (or
new use) of technology used during World
War I.
Complete a “World War I Leaders” graphic
organizer.
Create a political cartoon showing the pros
or cons of the Treaty of Versailles.
Write a research paper on the flu epidemic
of 1918.
Create a model of a World War I airplane,
ship, submarine, tank or trench.
Label and color code a map of Europe after
World War I identifying the newly created
countries and the areas of land lost by each
of the Central Powers.
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Conflict
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: World War I (1914-1924)
Goal 9: The student will be able to summarize the causes, events and effects of World War I.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
48
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Suggested days of Instruction
7
Blocks
Curriculum Management
System
Subject/Grade Level:
Big Idea: Revolution
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Russian Revolution and The Soviet Union Under Stalin (1917-1939)
Goal 10: The student will be able to examine how long-term social unrest in Russia led to revolution and
ushered in the first Communist government.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
10.1. Political and Diplomatic
History- (6.1, 6.3.F)
- Describe major obstacles
to progress in Russia;
- Explain why tsars
followed a cycle of
absolutism, reform, and
reaction;
- Outline the causes and
results of the Revolution
of 1905;
- Explain the causes of the
March Revolution;
- Describe the goals of the
of Lenin and the
Bolsheviks in the
November Revolution;
- Outline how the
Communists defeated
their opponents in
Russia’s civil war;
- Explain Soviet foreign
policy under Stalin.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Essential Questions:
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
How did life under the Stalin’s rule compare to life
under the Russian tsars?
How do totalitarian states and constitutional
governments differ?
Enduring Understandings:
Long-term social unrest in Russia exploded in revolution
and ushered in the first Communist government. After
Lenin died, Stalin seized power and transformed the Soviet
Union into a totalitarian state. More recent dictators have
used Stalin’s tactics for seizing total control over individuals
and the state.
Assessment Models:
Students will research the life of author George
Orwell.
Students will view the film, “Animal Farm,” and
identify the personalities from the Russian
Revolution that the characters represent.
Students will defend their answers.
Students will imagine that they are George
Orwell and will write a letter to the people living
in Stalin’s Russia. They will describe how they
feel about the Russian Revolution and will
provide warnings to the people of Russia.
A scoring rubric will be used.
49
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Revolution
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Russian Revolution and The Soviet Union Under Stalin (1917-1939)
Goal 10: The student will be able to examine how long-term social unrest in Russia led to revolution and
ushered in the first Communist government.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
(Analysis, Evaluation, Synthesis)
10.2. Social and Economic
History- (6.1, 6.3.F)
- Analyze why the
problems of
industrialization
contributed to the
outbreak of revolution;
- Identify why Russia was a
relatively backward
country;
- Analyze how the
Communist state
developed under Lenin;
- Analyze how Lenin
compromised between
the ideas of capitalism
and communism in
crating the New
Economic Policy;
- Describe the effects of
Stalin’s five-year plans;
- Explain how Stalin tried to
control how people
thought in the Soviet
Union;
- Outline communist
Links to Literature:
Films: Animal Farm (George Orwell)
Excerpt from Darkness at Noon (Arthur Koestler)
1984 (George Orwell)
Additional Resources:
Pearson Prentice Hall, World History, Ch. 22
Section 5, Ch. 26 Section 5, Ch. 28 Section 4
Interdisciplinary Activities:
- Create a timeline of Russian events from
1800 to the revolution of 1905.
- View the documentary, “Russia’s Last
Tsar,” and complete video guide.
- Create a storyboard of the March and
November Revolutions and the Russian
Civil War.
- Read Stalin’s “The Need for Progress” and
explain how Stalin defines “the jungle law of
capitalism.” Create a visual to represent this
concept.
- Read an excerpt from George Orwell’s
50
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Revolution
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: The Russian Revolution and The Soviet Union Under Stalin (1917-1939)
Goal 10: The student will be able to examine how long-term social unrest in Russia led to revolution and
ushered in the first Communist government.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
change to Soviet society.
10.3. Intellectual and Cultural
History- (6.1, 6.3.F)
- Analyze Soviet
propaganda and art.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
-
51
1984. In small group configurations, create
a chart with these headings: Police Terror,
Indoctrination, Propaganda, and
Censorship. Complete the chart by adding
specific examples used by the unnamed
regime in 1984 to control and dominate its
people. Share the group’s findings with the
class.
Analyze examples of Soviet propaganda
and decipher the artist’s message.
Suggested days of Instruction
8
Blocks
Curriculum Management
System
Subject/Grade Level:
Big Idea: Indoctrination
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: Rise of Totalitarianism and the Holocaust (1919-1939)
Goal 11: The student will be able to analyze the economic, political, and social changes that brought the
world to the brink of a second world war.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
11.1. Political and Diplomatic
History- (6.1, 6.3.F)
- Summarize the domestic
and foreign policy issues
Europe faced after World
War I;
- Describe how conditions
in Italy favored the rise of
Mussolini;
- Explain how Mussolini
reshaped Italy;
- Analyze why the Weimar
government failed;
- Describe how Hitler
turned Germany into a
totalitarian state;
- Describe how fascist
leaders gained power in
Eastern Europe;
- Describe how Japanese
democracy grew during
the 1920s;
- Identify the policies
Japanese militarists
pursued;
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Essential Questions:
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
How did the postwar conditions in Europe and the
Great Depression enable the fascist dictators to come
to power?
In light of our knowledge about the Holocaust, how can
you account for the genocides that have taken place
since and the world’s inaction to stop them?
Enduring Understandings:
An economic depression in the United States spread
throughout the world and lasted a decade. In response to
political turmoil and economic crises, Italy and Germany
turned to totalitarian dictators. These dictators changed the
course of history. The world is still recovering from their
abuse of power.
52
Assessment Models:
- Holocaust Memorial Design
- Each student will design a Holocaust
Memorial remembering a group or
individual involved in the Holocaust.
- The Memorial can be dedicated to a
Holocaust survivor or a Holocaust Resistor.
- Part I: Choose Location for Memorial
o Include one paragraph description
of the location for the memorial.
What city, state, and locale? (I.e.
School courtyard) Explain why they
chose this as the ideal location.
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Indoctrination
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: Rise of Totalitarianism and the Holocaust (1919-1939)
Goal 11: The student will be able to analyze the economic, political, and social changes that brought the
world to the brink of a second world war.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
-
-
Identify the three phases
of the Holocaust: legal
persecution, expulsion
and deportation, and the
Final Solution.
11.2. Social and Economic
History- (6.1, 6.3.F)
- Analyze how Western
society changed after
World War I;
- Compare the postwar
economic situations in
Britain, France, and the
United States;
- Describe how the Great
Depression began and
spread and how Britain,
France, and the United
States tried to address it;
- Explain why the Great
Depression undermined
Japanese democracy.
11.3. Intellectual and Cultural
History- (6.1, 6.3.F)
- Describe the literary and
artistic trends that
-
-
Part II: Draft a Design of the Memorial
o Create a drawing of the memorial
that includes all of the details,
including an inscription. Will there
be pictures, a quote, art work etc.?
It must be specific enough for an
architect to pick up the design and
start building it! (Size: 8.5 x 11
paper)
Part III: Dedication Speech
o Write a one page speech to be
read during the dedication of the
memorial. This should include
background on the subject of the
memorial and your reason for
creating it.
A scoring rubric should be used
(Analysis, Synthesis, Evaluation)
Links to Literature:
1984 (George Orwell)
Mein Kampf (Hitler)
Excerpt from The Diary of a Young Girl (Anne
Frank)
Excerpt from Night (Elie Wiesel)
53
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Indoctrination
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: Rise of Totalitarianism and the Holocaust (1919-1939)
Goal 11: The student will be able to analyze the economic, political, and social changes that brought the
world to the brink of a second world war.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
emerged in the 1920s;
- Explain the values and
goals of fascism ideology;
- Compare and contrast
fascism and communism;
- Identify the origins of
Nazism;
- Define genocide.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Additional Resources:
Pearson Prentice Hall, World History, Ch. 28
Interdisciplinary Activities:
- Create a chart of the Post-war Issues in
Great Britain, France, the United States and
Germany divided into the following
columns: Politics, Foreign Policy, and
Economy.
- Complete a web hunt about Adolf Hitler’s
rise to power in Germany using jigsaw
groups.
- Create a Venn diagram comparing Italian
Fascism and the German Nazi Party.
- View the German documentary Triumph of
the Will and discuss the propaganda
techniques used to glorify Hitler and the
Nazi Party.
- Describe the Milgram “shock” experiment
and debate if the capacity for obedience is
an innate part of human nature or can
humans be taught to disobey orders that
lead to the infliction of pain on others.
54
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Indoctrination
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: Rise of Totalitarianism and the Holocaust (1919-1939)
Goal 11: The student will be able to analyze the economic, political, and social changes that brought the
world to the brink of a second world war.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
-
-
-
55
Read the children’s book, Trust No Fox on
his Green Heath and No Jew on his Oath
and explain the author’s message.
Students will watch selections from The
Survivors of the Shoah Video Collection
and write a personal response paper
explaining which stories affected them the
most.
Analyze Pastor Martin Niemöller’s 1945
quote: “In Germany they came first for the
Communists, and I didn’t speak up because
I wasn’t a Communist…” Respond to the
following questions:
o What do you think Niemöller’s
purpose was for writing and
speaking these lines throughout his
life and after the war?
o Do you think that everyone in
Germany was partly responsible for
the Nazi’s rise to power, or that
only those active in the Nazi Party
were responsible?
o How much responsibility do you
feel for what takes place around
you: in your family, in your school,
in your city, in your country, and in
the world? List at least three
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Indoctrination
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: Rise of Totalitarianism and the Holocaust (1919-1939)
Goal 11: The student will be able to analyze the economic, political, and social changes that brought the
world to the brink of a second world war.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
responsibilities you feel for each
level.
-
-
56
Read the “Rape of Nanking” and discuss
the concept and emotional impact of “war
crimes.”
Color code a map showing Japan’s land
acquisitions from 1931 -1942, using a
different color for each acquisition.
Suggested days of Instruction
6
Blocks
Curriculum Management
System
Subject/Grade Level:
Big Idea: Aggression
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: World War II and the Aftermath (1931-1955)
Goal 12:
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
12.1. Political and Diplomatic
History- (6.1, 6.3.F,
6.3.G)
- Analyze the threat to
world peace posed by
dictators in the 1930s and
how the Western
democracies responded;
- Describe how the
Spanish Civil War was a
“dress rehearsal” for
World War II;
- Explain why the western
democracies were unable
to stop aggressive
dictators;
- Describe how the Axis
powers came to control
much of Europe but failed
to conquer Britain;
- Summarize Germany’s
invasion of the Soviet
Union;
- Describe the role of the
United States before and
The student will be able to analyze the causes and results of World War II.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Essential Questions:
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
Under what circumstances is war justified?
Why do you think some historians call the period
between 1919 and 1939 the 20-year armistice?
How did the Allies’ victory in World War II set up
conditions for both the Cold War and today’s post-Cold
War world?
Enduring Understandings:
Germany, Italy, and Japan tried to build empires. They
began their expansion by conquering other nations and
dominating them politically and economically. The Allies’
victory in World War II set up conditions for both the Cold
War and today’s post-Cold War world.
57
Assessment Models:
- World War II News Broadcasts
- In small group configurations, students will
create news broadcasts for the BBC.
- Newscasts should include:
o Anchor News (Summarize the
events taking place)
o In-Studio Interview (Questioning
key figures)
o Man on the Street Interview
- Each group will be covering the following
series of events:
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Aggression
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: World War II and the Aftermath (1931-1955)
Goal 12:
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
after joining World War II;
- Explain how Allied
victories began to push
back the Axis powers;
- Describe D-Day and the
Allied advance toward
Germany;
- Identify the battles that
were the turning points in
the European theater;
- Describe the reasons for
the final defeat of the
Nazis;
- Identify the battles that
were the turning points in
the Pacific War;
- Explain why the United
States used the atomic
bomb on Japan;
- Describe the origins of
the Cold War.
12.2. Social and Economic
History- (6.1, 6.3.F,
6.3.G)
- Explain how nations
mobilized for total war;
The student will be able to analyze the causes and results of World War II.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
o
o
o
-
-
Path to War
War in Europe: Axis Advances
Turning Points in the European
Theatre
o War in Pacific
o Atomic Bomb and its aftermath
Students will utilize props and a Power
Point slide show that contains visuals that
the anchor will refer to.
A scoring rubric should be used.
(Analysis, Evaluation, Synthesis)
Links to Literature:
Excerpt from Hiroshima (John Hersey)
Additional Resources:
Pearson Prentice Hall, World History, Ch. 29
Interdisciplinary Activities:
- Analyze Picasso’s Guernica and interpret
what his motives were for painting it.
58
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Aggression
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: World War II and the Aftermath (1931-1955)
Goal 12:
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
The student will be able to analyze the causes and results of World War II.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
-
Summarize the material
costs of World War II.
12.3. Intellectual and Cultural
History- (6.1, 6.3.F,
6.3.G)
- Explain how new
technologies affected the
fighting in World War II;
- Analyze wartime
propaganda.
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
-
-
-
-
-
59
Create a flow chart: Students will
demontrate Hitler’s actions in defying the
provisions of the Treaty of Versailles.
Color code a map showing Germany’s land
acquisitions from 1936-1939, using a
different color for each acquisition.
Create a timeline of the Axis advances and
the Allied responses between 1931-1941.
Writing prompt: How were Napoleon’s
invasion of Russia and Hitler’s invasion of
the Soviet Union similar?
Create an advertisement for one of the new
technologies used during WWII.
Students will imagine that are a foreign
diplomat living in Asia during World War II.
They will write journal entries to describe
the Japanese advance across Asia and the
Pacific during 1941 and 1942.
Plot the D-Day Invasion strategy on a map.
View clips from the film Letters from Iwo
Jima and give examples of the Japanese
code of honor and devotion to their country.
Trace the island hopping campaign of the
Allies on a map of the Pacific.
Write an art review for The Hiroshima
Panels.
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Aggression
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: World War II and the Aftermath (1931-1955)
Goal 12:
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
The student will be able to analyze the causes and results of World War II.
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
-
-
60
Students will create an oral history project
and will interview a family or community
member who lived through World War II.
Students will make a list of questions prior
to conducting their interview. Students will
then present their interviews to the class in
an oral presentation. If possible, students
should bring in photos of the person they
interviewed.
Students will create an illustrated timeline
that shows the main events of World War II.
European events will be recorded above
the line and events in Asia and the Pacific
will be recorded below the line.
Suggested days of Instruction
4
Blocks
Curriculum Management
System
Subject/Grade Level:
Big Idea: Global Community
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: Current World Issues (1945-Present)
Goal 13: The student will be able to examine issues facing the world community, including environment
change, distribution of resources, health concerns, human rights violations, and global security.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
13.1. Political and Diplomatic
History- (6.1, 6.3.G,
6.3.H)
- Describe the Universal
Declaration of Human
Rights;
- Explain why nuclear,
biological, and chemical
weapons threaten global
security;
- Analyze reasons for the
worldwide arms trade and
explain how governments
and individuals are trying
to restrict it;
- List weapons of mass
destruction and identify
the threats they pose to
peace, security, and
human survival;
- Analyze the various
terrorist groups and why
they are becoming more
and more dangerous;
- Describe the various
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
Essential Questions:
NOTE: The assessment models provided in this
document are suggestions for the teacher. If the
teacher chooses to develop his/her own model,
it must be of equal or better quality and at the
same or higher cognitive levels (as noted in
parentheses).
Depending upon the needs of the class, the
assessment questions may be answered in the
form of essays, quizzes, mobiles, PowerPoint,
oral reports, booklets, or other formats of
measurement used by the teacher.
How can individuals bring change to some of the
current global crises?
Enduring Understandings:
Since the end of World War II, nations have adopted
collective efforts to ensure their security. One of the
greatest challenges in maintaining global security is
international terrorism. In addition, nations have worked to
expand trade and commerce in world markets. Changes in
technology have blurred national boundaries and created a
global market.
61
Assessment Models:
- Current Global Issues Action Plan
- Part II: In small group configurations,
students will imagine that they are
delegates on committees in the United
Nations and will draft action plans on one of
the following global issues:
o Human Rights Violations
o AIDS/Health concerns
o Population and Hunger
o Global/Environmental concerns
o Recent Genocide- (Darfur)
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Global Community
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: Current World Issues (1945-Present)
Goal 13: The student will be able to examine issues facing the world community, including environment
change, distribution of resources, health concerns, human rights violations, and global security.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
ways in which the United
States and other nations
have responded to
terrorism.
13.2. Social and Economic
History- (6.1, 6.3.G,
6.3.H)
- List the natural and
human-made causes of
world hunger;
- Describe advances and
difficulties in food
production;
- Discuss solutions to
population problems,
including improving
economies, limiting
population growth, and
improving the status of
women;
- Explain the causes and
effects of global poverty,
disasters, and disease;
- Examine the effects of
HIV/AIDS on the
continent of Africa;
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
o
o
-
-
-
62
Terrorism
Nuclear Weapons and
Disarmament
o Middle Eastern Conflicts
Each committee will present a PowerPoint
report including the following:
o Background information on issue
o Several current newspaper articles
on the issue with a paragraph
summarizing each article
o A Video/Multimedia Clip
o Identify existing organizations that
are currently working to address
these crises
o An action plan designed to support
prevention or relief
Part II: Students will present their
multimedia reports to the class which will be
10-15 minutes in length. Each committee
must provide a fact sheet and their
proposed action plan to each member of
the class.
A scoring rubric should be used.
(Analysis, Synthesis, Evaluation)
Suggested days of Instruction
Curriculum Management
System
Subject/Grade Level:
Big Idea: Global Community
Grade 9/World Studies
Overarching Goals:
(1) Analyze how historical events shape the modern world.
(2) Formulate questions and hypotheses from multiple perspectives, using multiple sources.
(3) Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
(4) Evaluate current issues, events, or themes and trace their evolution through historical periods.
Topic: Current World Issues (1945-Present)
Goal 13: The student will be able to examine issues facing the world community, including environment
change, distribution of resources, health concerns, human rights violations, and global security.
Objectives / Cluster Concepts /
Cumulative Progress Indicators
(CPI's)
The student will be able to:
-
-
-
-
-
-
Essential Questions, Enduring Understandings,
Sample Conceptual Understandings
Analyze whether the
basic human rights of
people around the world
are being upheld;
Examine examples of
human rights issues and
world health issues;
Describe human rights
issues concerning women
today;
Describe the ways in
which countries around
the world are
interdependent;
Examine how
international treaties and
organizations make
global trade possible;
Analyze the costs and
benefits of global trade;
Discuss the effects of
technology on the world
economy.
63
Instructional Tools / Materials / Technology /
Resources / Learning Activities /
Interdisciplinary Activities / Assessment Model
World Studies- Social Studies
COURSE BENCHMARKS
1. The student will be able to describe how the Renaissance shaped European art, thought, and religion
2. The student will be able to describe the events that led to the rise of absolute monarchies and the development of centralized
nation-states in Europe.
3. The student will be able to analyze events that led Enlightenment thinkers to question old ideas and to revolutionize the arts,
religion, government, and society.
4. The student will be able to analyze the French Revolution, the rise and fall of Napoleon, and the Congress of Vienna.
5. The student will be able to trace key events of the Industrial Revolution and analyze how these affected economics and politics.
6. The student will be able to explain how revolutionary ideals in Europe and Latin America ignited uprisings in the first half of the
nineteenth century.
7. The student will be able to trace the spread of European influence through colonial expansion.
8. The student will be able to identify the effects nationalism and the demand for reform had in Europe.
9. The student will be able to summarize the causes, events and effects of World War I.
10. The student will be able to examine how long-term social unrest in Russia led to revolution and ushered in the first Communist
government.
11. The student will be able to analyze the economic, political, and social changes that brought the world to the brink of a second world
war.
12. The student will be able to analyze the causes and results of World War II.
13. The student will be able to examine issues facing the world community, including environment change, distribution of resources,
health concerns, human rights violations, and global security.
64