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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