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 The School Board of Broward County, Florida
Instruction and Interventions: Literacy
Secondary Social Studies: Focused Unit of Study
Grade Level and Course Title: Grades 9-12, World History
Course Number: 2109310/2109320 Course Description with Standards: http://www.cpalms.org/Public/PreviewCourse/Preview/663
The grade 9-12 World History course consists of the following content area strands: World History, Geography and Humanities. This course is a
continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and
societies of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students
can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas
and events from ancient and classical civilizations.
Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a
more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing
historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in notetaking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints,
solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based
paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment
portfolio contests, or other teacher-directed projects).
Mathematics Benchmark Guidance - Social Studies instruction should include opportunities for students to interpret and create representations of
historical events and concepts using mathematical tables, charts, and graphs.
Instructional Practices
Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to
comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:
1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
2. Making close reading and rereading of texts central to lessons.
3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
4. Requiring students to support answers with evidence from the text.
5. Providing extensive text-based research and writing opportunities (claims and evidence).
Secondary Social Studies Focused Units of Study 8/2014
High School World History
1 Please note the following important general information regarding the District Secondary Social Studies Focused Units of Study Guides:
• The Guides outline the required curriculum for core social studies courses, grades 6-12, in Broward County Public Schools.
• Social Studies Focused Units of Study Guides have been developed for all required social studies courses at the middle and high school levels.
• The Social Studies Focused Units of Study Guides serve as a resource for secondary social studies teachers, when planning instruction.
• The Focused Units of Study Guides outline a sequence in which the grade level or course objectives may be taught.
• The Guides provide an outline of when instruction should occur. Specifically, the Guides are divided into 9 week segments and provide an
estimate of the amount of time needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to
complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of
changes in school schedules.
Each Social Studies Focused Units of Study Guide is divided into the following headings/categories to assist teachers in developing lesson
plans:
•
•
•
•
•
•
•
•
•
•
Grade Level or Course Title: The grade level and course title are listed in the heading of each page.
Course Code: The Florida Department of Education Course Code is listed for the course.
Quarter/Nine Week: Grading Period - Grading periods (1-4) are identified.
Essential Content: This section provides a list of content/topics and sub topics to be addressed during instruction.
NGSSS-SS Standards and Benchmarks: This section lists the required instructional Standards and Benchmarks that are related to the particular
topic.
Instructional Resources: This section provides suggested resources to assist the teacher in developing engaging lessons and pedagogically sound
instructional practices. This section also identifies specific lessons located in BEEP that support the topic identified
Formative and Alternative Assessment: Examples of formative and alternative assessments. Middle School Civics and High School U.S. History
require students to take a BAT and optional mini BATs are provided.
English Language Learner (ELL) Instructional Strategies:
http://esol.browardschools.com/index.php?option=com_content&view=article&id=29713&Itemid=44567&activeMenu=44567
Exceptional Student Education (ESE) Instructional Strategies: http://www.broward.k12.fl.us/studentsupport/ese/html/teacher_resource.html
NGSSS-SS Access Points for Students with Cognitive Disabilities can be found on CPALMS.org).
* Social Studies Benchmarks: DOK levels reflect those assigned by the School Board of Broward County. At this time, the State of Florida
Department of Education has not assigned any DOK levels to Social Studies Standards.
** Florida State Standards: DOK levels are those that have seen assigned by the State of Florida Department of Education.
Secondary Social Studies Focused Units of Study 8/2014
High School World History
2 Florida State Standards: The Florida State Standards Literacy in History/Social Studies Grades 9-10 (Reading, Writing, Listening, and Speaking)
can be found at the end of this Focused Units of Study Guide. All of these standards must be integrated throughout the curriculum. A Florida State
Standards Implementation Guide to support this course can be found on BEEP.
Timeframe
(by month)
August
Content
Connecting With the Past:
What is a civilization?
• Mesopotamia
• Ancient Egypt
• Ancient Greece
• Ancient Rome
• Ancient China
Quarter 1
Standards and Benchmarks
SS.912.W.1.1 Use timelines to
establish cause and affect
relationships of historical events.
(DOK Level 2)*
SS.912.W.1.3 Interpret and evaluate
primary and secondary sources.
(DOK Level 3)*
Byzantine Empire:
• Growth of Byzantium
• Detail of the Fall of
Byzantium
• Iconoclast Controversy
SS.912.W.1.4 Explain how
historians use historical inquiry and
other sciences to understand the
past. (DOK Level 1)*
Ottoman Turks:
• Climate for the rise of
the Ottoman Turks
• Sulyeman
SS.912.W.1.5 Compare conflicting
interpretations or schools of thought
about world events and individual
contributions to history
(historiography). (DOK Level 2)*
SS.912.W.1.6 Evaluate the role of
history in shaping identity and
character. (DOK Level 3)*
SS.912.W.2.1 Locate the extent of
Byzantine territory at the height of
Secondary Social Studies Focused Units of Study 8/2014
High School World History
Instructional
Resources
Formative &
Alternative
Assessments
Textbook: World History, Pearson
Chapter tests
2013
Close reading
Alternative
BEEP Lessons:
assessments:
• UP01 LP001
• Multimedia
presentations
• UP01 LP 002
• Websites
• UP01 LP 003
• Socratic seminar
• UP01 LP 004
• Visual
• UP01 LP 005
representations
• UP01 LP 006
• Poem/song
• UP01 LP 007
• Newscast
• UP01 LP 008
• Role play
• UP01 LP 009
• Simulation
Free websites:
• Debate
• World History resources from
• Children’s story
NHD:
• Pamphlet
http://www.nhd.org/WorldHisto • Guide book or
ryPrimarySources.htm
instruction manual
• World History Sources:
DBQ
http://chnm.gmu.edu/worldhisto
rysources/whmfinding.php
• Ancient History Sourcebook:
http://www.fordham.edu/Halsal
l/ancient/asbook.asp
3 Timeframe
(by month)
Content
Quarter 1
Standards and Benchmarks
Instructional
Resources
the empire. (DOK Level 1)*
•
SS.912.W.2.2 Describe the impact
of Constantine the Great's
establishment of "New Rome"
(Constantinople) and his recognition
of Christianity as a legal religion.
(DOK Level 1)*
•
SS.912.W.2.3 Analyze the extent to
which the Byzantine Empire was a
continuation of the old Roman
Empire and in what ways it was a
departure. (DOK Level 2)*
•
•
Formative &
Alternative
Assessments
World History Matters:
http://worldhistorymatters.org
Rubistar for Teachers (free
rubric creator):
http://rubistar.4teachers.org
Free website creator:
http://www.weebly.com
Prezi Presentations:
http://prezi.com
SS.912.W.2.4 Identify key figures
associated with the Byzantine
Empire. (DOK Level 1)*
SS.912.W.2.5 Explain the
contributions of the Byzantine
Empire. (DOK Level 1)*
SS.912.W.2.6 Describe the causes
and effects of the Iconoclast
controversy of the 8th and 9th
centuries and the 11th century
Christian schism between the
churches of Constantinople and
Rome. (DOK Level 1)*
Secondary Social Studies Focused Units of Study 8/2014
High School World History
4 Timeframe
(by month)
Content
Quarter 1
Standards and Benchmarks
Instructional
Resources
Formative &
Alternative
Assessments
SS.912.W.2.7 Analyze causes
(Justinian's Plague, ongoing attacks
from the "barbarians," the Crusades,
and internal political turmoil) of the
decline of the Byzantine Empire.
(DOK Level 2)*
SS.912.W.2.8 Describe the rise of
the Ottoman Turks, the conquest of
Constantinople in 1453, and the
subsequent growth of the Ottoman
empire under the sultanate including
Mehmet the Conqueror and
Suleyman the Magnificent. (DOK
Level 1)*
SS.912.W.2.9 Analyze the impact of
the collapse of the Western Roman
Empire on Europe. (DOK Level 3)*
SS.912.W.2.15 Determine the
factors that contributed to the
growth of a modern economy.
(DOK Level 2)*
September
Medieval Europe:
• Collapse of Western
Rome
• Early Middle Ages
• Feudalism
• Changing of National
Secondary Social Studies Focused Units of Study 8/2014
High School World History
SS.912.W.1.1 Use timelines to
establish cause and effect
relationships of historical events.
(DOK Level 2)*
SS.912.W.1.3 Interpret and evaluate
Textbook: World History, Pearson
2013
BEEP Lessons:
• UP01 LP 010
• UP01 LP 011
• UP01 LP 012
Chapter tests
Close reading
Alternative
assessments:
• Multimedia
presentations
5 Timeframe
(by month)
Content
•
•
•
•
Identity
100 Years War
Black Plague
Great Schism
Magna Carta
Medieval Japan:
• Medieval Japan
• Medieval China
• Medieval Korea
Muslim Civilization:
• Rise of Islam
• Islamic Golden Age
• Monotheism
• Islamic Expansion
• Mughal India
Secondary Social Studies Focused Units of Study 8/2014
High School World History
Quarter 1
Standards and Benchmarks
Instructional
Resources
Formative &
Alternative
Assessments
primary and secondary sources.
• UP01 LP 013
• Websites
(DOK Level 3)*
• UP01 LP 014
• Socratic seminar
• UP01 LP 015
• Visual
SS.912.W.1.4 Explain how
representations
• UP01 LP 016
historians use historical inquiry and • UP02 LP 017
• Poem/song
other sciences to understand the
• Newscast
• UP02 LP 018
past. (DOK Level 1)*
• Role play
• UP02 LP 019
• Simulation
• UP02 LP 020
SS.912.W.1.6 Evaluate the role of
• Debate
• UP02 LP 021
history in shaping identity and
• Children’s story
character. . (DOK Level 3)*
Free websites:
• Pamphlet
•
World
History
resources
from
• Guide book or
SS.912.W.2.9 Analyze the impact of
NHD:
instruction manual
the collapse of the Western Roman
http://www.nhd.org/WorldHisto
DBQ
Empire on Europe. (DOK Level 3)*
ryPrimarySources.htm
• World History Sources:
SS.912.W.2.10 Describe the orders
http://chnm.gmu.edu/worldhisto
of medieval social hierarchy, the
rysources/whmfinding.php
changing role of the Church, the
• Ancient History Sourcebook:
emergence of feudalism, and the
http://www.fordham.edu/Halsal
development of private property as a
l/ancient/asbook.asp
distinguishing feature of Western
•
World History Matters:
Civilization. (DOK Level 1)*
http://worldhistorymatters.org
•
Rubistar for Teachers (free
SS.912.W.2.11 Describe the rise and
rubric creator):
achievements of significant rulers in
http://rubistar.4teachers.org
medieval Europe. (DOK Level 1)*
• Free website creator:
http://www.weebly.com
SS.912.W.2.12 Recognize the
importance of Christian monasteries • Prezi Presentations:
and convents as centers of
http://prezi.com
6 Timeframe
(by month)
Content
Quarter 1
Standards and Benchmarks
education, charitable and missionary
activity, economic productivity, and
political power. (DOK Level 1)*
SS.912.W.2.13 Explain how
Western civilization arose from a
synthesis of classical Greco-Roman
civilization, Judeo-Christian
influence, and the cultures of
northern European peoples
promoting a cultural unity in
Europe. (DOK Level 1)*
Instructional
Resources
Formative &
Alternative
Assessments
Special Events:
• Constitution Day, September
17th
• Celebrate Freedom Week (last
week of September)
• Hispanic Heritage Month
(September to October)
SS.912.W.2.14 Describe the causes
and effects of the Great Famine of
1315-1316, The Black Death, The
Great Schism of 1378, and the
Hundred Years War on Western
Europe. (DOK Level 2)*
SS.912.W.2.15 Determine the
factors that contributed to the
growth of a modern economy.
(DOK Level 2)*
SS.912.W.2.16 Trace the growth
and development of national identify
in England, France, and Spain.
(DOK Level 1)*
SS.912.W.2.17 Identify key figures,
Secondary Social Studies Focused Units of Study 8/2014
High School World History
7 Timeframe
(by month)
Content
Quarter 1
Standards and Benchmarks
Instructional
Resources
Formative &
Alternative
Assessments
artistic, and intellectual
achievements of the medieval period
in Western Europe. (DOK Level 1)*
SS.912.W.2.18 Describe
developments in medieval English
legal and constitutional history and
their importance to the rise of
modern democratic institutions and
procedures. (DOK Level 1)*
SS.912.W.2.19 Describe the impact
of Japan's physiography on its
economic and political development.
(DOK Level 1)*
SS.912.W.2.20 Summarize the
major cultural, economic, political,
and religious developments in
medieval Japan. (DOK Level 2)*
SS.912.W.2.21 Compare Japanese
feudalism with Western European
feudalism during the Middle Ages.
(DOK Level 2)*
SS.912.W.2.22 Describe Japan's
cultural and economic relationship
to China and Korea. (DOK Level
1)*
Secondary Social Studies Focused Units of Study 8/2014
High School World History
8 Timeframe
(by month)
Content
Quarter 1
Standards and Benchmarks
Instructional
Resources
Formative &
Alternative
Assessments
SS.912.W.3.1 Discuss significant
people and beliefs associated with
Islam. (DOK Level 1)*
SS.912.W.3.2 Compare the major
beliefs and principles of Judaism,
Christianity, and Islam. (DOK Level
2)*
SS.912.W.3.3 Determine the causes,
effects, and extent of Islamic
military expansion through Central
Asia, North Africa, and the Iberian
Peninsula. (DOK Level 2)*
SS.912.W.3.4 Describe the
expansion of Islam into India and
the relationship between Muslims
and Hindus. (DOK Level 1)*
SS.912.W.3.5 Describe the
achievements, contributions, and
key figures associated with the
Islamic Golden Age. (DOK Level
1)*
SS.912.W.3.3 Determine the causes,
effects, and extent of Islamic
military expansion through Central
Asia, North Africa, and the Iberian
Peninsula. (DOK Level 2)*
Secondary Social Studies Focused Units of Study 8/2014
High School World History
9 Timeframe
(by month)
Content
Quarter 1
Standards and Benchmarks
Instructional
Resources
Formative &
Alternative
Assessments
SS.912.W.3.6 Describe key
economic, political, and social
developments in Islamic history.
(DOK Level 1)*
October
Crusades:
• Christian Viewpoint
• Muslim Viewpoint
• Frederick II
• Kemal
• Children’s Crusade
Kingdoms of Africa:
• Ghana
• Mali
• Songhai
• East Africa
Mesoamerica and Andean
South America:
• Olmecs
• Aztec
• Maya
• Inca
• Spanish Conquest
SS.912.W.1.2 Compare time
measurement systems used by
different cultures. (DOK Level 2)*
SS.912.W.1.4 Explain how
historians use historical inquiry and
other sciences to understand the
past. (DOK Level 1)*
SS.912.W.1.3 Interpret and evaluate
primary and secondary sources.
(DOK Level 3)*
SS.912.W.1.5 Compare conflicting
interpretations or schools of thought
about world events and individual
contributions to history
(historiography). (DOK Level 2)*
SS.912.W.1.6 Evaluate the role of
history in shaping identity and
character. . (DOK Level 3)*
SS.912.W.3.6 Describe key
economic, political, and social
developments in Islamic history.
Secondary Social Studies Focused Units of Study 8/2014
High School World History
Textbook: World History, Pearson
2013
BEEP Lessons:
• UP02 LP 022
• UP02 LP 023
• UP02 LP 024
• UP02 LP 025
• UP02 LP 026
• UP02 LP 027
• UP02 LP 028
• UP02 LP 029
• UP02 LP 030
• UP02 LP 031
• UP02 LP 032
• UP02 LP 033
• UP02 LP 034
• UP02 LP 035
Free websites:
• World History resources from
NHD:
http://www.nhd.org/WorldHisto
ryPrimarySources.htm
• World History Sources:
Chapter tests
Close reading
Alternative
assessments:
• Multimedia
presentations
• Websites
• Socratic seminar
• Visual
representations
• Poem/song
• Newscast
• Role play
• Simulation
• Debate
• Children’s story
• Pamphlet
• Guide book or
instruction manual
DBQ
10 Timeframe
(by month)
Content
Quarter 1
Standards and Benchmarks
Instructional
Resources
(DOK Level 1)*
SS.912.W.3.7 Analyze the causes,
key events, and effects of the
European response to Islamic
expansion beginning in the 7th
century. (DOK Level 2)*
•
•
•
SS.912.W.3.8 Identify important
figures associated with the Crusades.
(DOK Level 1)*
•
Formative &
Alternative
Assessments
http://chnm.gmu.edu/worldhisto
rysources/whmfinding.php
Ancient History Sourcebook:
http://www.fordham.edu/Halsal
l/ancient/asbook.asp
World History Matters:
http://worldhistorymatters.org
Rubistar for Teachers (free
rubric creator):
http://rubistar.4teachers.org
Free website creator:
http://www.weebly.com
Prezi Presentations:
http://prezi.com
SS.912.W.3.9 Trace the growth of
•
major sub-Saharan African
kingdoms and empires. (DOK Level
1)*
Special Events:
• Hispanic Heritage Month
SS.912.W.3.10 Identify key
(September to October)
significant economic, political, and
social characteristics of Ghana.
(DOK Level 1)*
SS.912.W.3.11 Identify key figures
and significant economic, political,
and social characteristics associated
with Mali. (DOK Level 1)*
SS.912.W.3.12 Identify key figures
and significant economic, political,
and social characteristics associated
with Songhai. (DOK Level 1)*
Secondary Social Studies Focused Units of Study 8/2014
High School World History
11 Timeframe
(by month)
Content
Quarter 1
Standards and Benchmarks
Instructional
Resources
Formative &
Alternative
Assessments
SS.912.W.3.13 Compare economic,
political, and social developments in
East, West, and South Africa. (DOK
Level 2)*
SS.912.W.3.14 Examine the internal
and external factors that led to the
fall of the empires of Ghana, Mali,
and Songhai. (DOK Level 3)*
SS.912.W.3.15 Analyze the legacies
of the Olmec, Zapotec, and Chavin
on later Meso and South American
civilizations. (DOK Level 2)*
SS.912.W.3.16 Locate major
civilizations of Mesoamerica and
Andean South America. (DOK
Level 1)*
SS.912.W.3.17 Describe the roles of
people in the Maya, Inca, and Aztec
societies. (DOK Level 1)*
SS.912.W.3.18 Compare the key
economic, cultural, and political
characteristics of the major
civilizations of Meso and South
America. (DOK Level 2)*
SS.912.W.3.19 Determine the
Secondary Social Studies Focused Units of Study 8/2014
High School World History
12 Timeframe
(by month)
Content
Quarter 1
Standards and Benchmarks
Instructional
Resources
Formative &
Alternative
Assessments
impact of significant Meso and
South American rulers such as Pacal
the Great, Moctezuma I, and Huayna
Capac. (DOK Level 2)*
Timeframe
(by month)
November
Content
European Renaissance
and Reformation:
• Humanism
• City-states
• Role of the Catholic
Church
• Scientific Revolution
• Protestant Reformation
• English Reformation
• Catholic-Counter
Reformation
• Puritanism
Age of European
Exploration:
• Spanish Conquistadors
• Age of Discovery
• Columbia Exchange
Secondary Social Studies Focused Units of Study 8/2014
High School World History
Quarter 2
Standards and Benchmarks SS.912.W.1.1 Use timelines to
establish cause and effect
relationships of historical events.
(DOK Level 2)*
SS.912.W.1.3 Interpret and evaluate
primary and secondary sources.
(DOK Level 3)*
SS.912.W.4.1 Identify the economic
and political causes for the rise of
the Italian city-states (Florence,
Milan, Naples, Rome, Venice).
(DOK Level 1)*
SS.912.W.4.2 Recognize major
influences on the architectural,
artistic, and literary developments of
Instructional
Resources
Textbook: World History, Pearson
2013
BEEP Lessons:
• UP03 LP 036
• UP03 LP 037
• UP03 LP 038
• UP03 LP 039
• UP03 LP 040
• UP03 LP 041
• UP03 LP 042
• UP03 LP 043
• UP03 LP 044
• UP03 LP 045
• UP03 LP 046
• UP03 LP 047
• UP03 LP 048
• UP03 LP 049
Formative &
Alternative
Assessments
Chapter tests
Close reading
Alternative
assessments:
• Multimedia
presentations
• Websites
• Socratic seminar
• Visual
representations
• Poem/song
• Newscast
• Role play
• Simulation
• Debate
• Children’s story
• Pamphlet
• Guide book or
13 Timeframe
(by month)
Content
Quarter 2
Standards and Benchmarks Renaissance Italy (Classical,
Byzantine, Islamic, Western
European). (DOK Level 1)*
SS.912.W.4.3 Identify the major
artistic, literary, and technological
contributions of individuals during
the Renaissance. (DOK Level 1)*
SS.912.W.4.4 Identify
characteristics of Renaissance
humanism in works of art. (DOK
Level 1)*
SS.912.W.4.5 Describe how ideas
from the Middle Ages and
Renaissance led to the Scientific
Revolution. (DOK Level 2)*
SS.912.W.4.6 Describe how
scientific theories and methods of
the Scientific Revolution challenged
those of the early classical and
medieval periods. (DOK Level 1)*
SS.912.W.4.7 Identify criticisms of
the Roman Catholic Church by
individuals such as Wycliffe, Hus
and Erasmus and their impact on
later reformers. (DOK Level 1)*
Secondary Social Studies Focused Units of Study 8/2014
High School World History
Instructional
Resources
•
•
•
•
•
•
UP03 LP 050
UP03 LP 051
UP03 LP 052
UP03 LP 053
UP03 LP 054
UP03 LP 055
Formative &
Alternative
Assessments
instruction manual
DBQ
Free websites:
• World History resources from
NHD:
http://www.nhd.org/WorldHisto
ryPrimarySources.htm
• World History Sources:
http://chnm.gmu.edu/worldhisto
rysources/whmfinding.php
• Ancient History Sourcebook:
http://www.fordham.edu/Halsal
l/ancient/asbook.asp
• World History Matters:
http://worldhistorymatters.org
• Rubistar for Teachers (free
rubric creator):
http://rubistar.4teachers.org
• Free website creator:
http://www.weebly.com
• Prezi Presentations:
http://prezi.com
Special Events:
• Veteran’s Day
14 Timeframe
(by month)
Content
Quarter 2
Standards and Benchmarks Instructional
Resources
Formative &
Alternative
Assessments
SS.912.W.4.8 Summarize religious
reforms associated with Luther,
Calvin, Zwingli, Henry VIII, and
John of Leyden and the effects of
the Reformation on Europe. (DOK
Level 2)*
SS.912.W.4.9 Analyze the Roman
Catholic Church's response to the
Protestant Reformation in the forms
of the Counter and Catholic
Reformation. (DOK Level 2)*
SS.912.W.4.10 Identify the major
contributions of individuals
associated with the Scientific
Revolution. (DOK Level 1)*
SS.912.W.4.11 Summarize the
causes that led to the Age of
Exploration, and identify major
voyages and sponsors. (DOK Level
2)*
SS.912.W.4.12 Evaluate the scope
and impact of the Columbian
Exchange on Europe, Africa, Asia,
and the Americas. (DOK Level 3)*
December
Slavery:
• The Atlantic Slave
Secondary Social Studies Focused Units of Study 8/2014
High School World History
SS.912.W.1.3 Interpret and evaluate
primary and secondary sources.
Textbook: World History, Pearson
2013
Chapter tests
Close reading
15 Timeframe
(by month)
Content
•
Trade
Modern Slavery
The Age of Absolutism:
• Thirty Years War
• Parliament in England
• Rise of Austria and
Prussia
• Monarchy in Russia
Quarter 2
Standards and Benchmarks (DOK Level 3)*
SS.912.W.4.14 Recognize the
practice of slavery and other forms
of forced labor experienced during
the 13th through 17th centuries in
East Africa, West Africa, Europe,
Southwest Asia, and the Americas.
(DOK Level 1)*
SS.912.W.4.15 Explain the origins,
developments, and impact of the
trans-Atlantic slave trade between
West Africa and the Americas.
(DOK Level 1)*
SS.912.W.5.1 Compare the causes
and effects of the development of
constitutional monarchy in England
with those of the development of
absolute monarchy in France, Spain,
and Russia. (DOK Level 2)*
SS.912.W.5.2 Identify major causes
of the Enlightenment. (DOK Level
1)*
Secondary Social Studies Focused Units of Study 8/2014
High School World History
Instructional
Resources
Formative &
Alternative
Assessments
Alternative
BEEP Lessons:
assessments:
• UP04 LP 056
• Multimedia
presentations
• UP04 LP 057
• Websites
• UP04 LP 058
• Socratic seminar
• UP04 LP 059
• Visual
• UP04 LP 060
representations
• UP04 LP 061
• Poem/song
• UP04 LP 062
• Newscast
• UP04 LP 063
• Role play
Free Websites:
• Simulation
• World History resources from
• Debate
NHD:
• Children’s story
http://www.nhd.org/WorldHisto • Pamphlet
ryPrimarySources.htm
• Guide book or
• World History Sources:
instruction manual
http://chnm.gmu.edu/worldhisto DBQ
rysources/whmfinding.php
• Ancient History Sourcebook:
http://www.fordham.edu/Halsal
l/ancient/asbook.asp
• World History Matters:
http://worldhistorymatters.org
• Rubistar for Teachers (free
rubric creator):
http://rubistar.4teachers.org
• Free website creator:
http://www.weebly.com
• Prezi Presentations:
16 Timeframe
(by month)
Content
Quarter 2
Standards and Benchmarks Instructional
Resources
Formative &
Alternative
Assessments
http://prezi.com
Special Events:
• Bill of Rights Day, December
15th
Timeframe
(by month)
January
Content
The Enlightenment:
• Philosophers
• The American
Revolution
• The French Revolution
• Napoleon
Quarter 3
Standards and Benchmarks SS.912.W.1.1 Use timelines to
establish cause and effect
relationships of historical events.
(DOK Level 2)*
SS.912.W.1.3 Interpret and evaluate
primary and secondary sources.
The Industrial Revolution: (DOK Level 3)*
• Agricultural Revolution
SS.912.W.1.6 Evaluate the role of
• Inventions
• Spread of the Industrial history in shaping identity and
character. . (DOK Level 3)*
Revolution
• Children’s Rights
SS.912.W.4.7 Identify criticisms of
• Women’s Rights
the Roman Catholic Church by
• Liberalism
individuals such as Wycliffe, Hus
• Romanticism
and Erasmus and their impact on
• Marxism
later reformers. (DOK Level 1)*
• Social Theories
Secondary Social Studies Focused Units of Study 8/2014
High School World History
Instructional
Resources
Textbook: World History, Pearson
2013
BEEP Lessons:
• UP04 LP 064
• UP04 LP 065
• UP04 LP 066
• UP04 LP 067
• UP04 LP 068
• UP04 LP 069
• UP04 LP 070
• UP04 LP 071
• UP04 LP 072
• UP04 LP 073
• UP04 LP 074
• UP04 LP 075
• UP05 LP 076
• UP05 LP 077
Formative &
Alternative
Assessments
Chapter tests
Close reading
Alternative
assessments:
• Multimedia
presentations
• Websites
• Socratic seminar
• Visual
representations
• Poem/song
• Newscast
• Role play
• Simulation
• Debate
• Children’s story
• Pamphlet
• Guide book or
instruction manual
17 Timeframe
(by month)
Content
Quarter 3
Standards and Benchmarks SS.912.W.4.8 Summarize religious
reforms associated with Luther,
Calvin, Zwingli, Henry VIII, and
John of Leyden and the effects of
the Reformation on Europe. (DOK
Level 2)*
SS.912.W.5.3 Summarize the major
ideas of Enlightenment
philosophers. (DOK Level 2)*
Instructional
Resources
•
•
•
•
•
•
•
UP05 LP 078
UP05 LP 079
UP05 LP 080
UP05 LP 081
UP05 LP 082
UP05 LP 083
UP05 LP 084
Formative &
Alternative
Assessments
DBQ
Free websites:
• World History resources from
NHD:
SS.912.W.5.4 Evaluate the impact
http://www.nhd.org/WorldHisto
of Enlightenment ideals on the
ryPrimarySources.htm
development of economic, political,
• World History Sources:
and religious structures in the
http://chnm.gmu.edu/worldhisto
Western world. (DOK Level 2)*
rysources/whmfinding.php
•
Ancient History Sourcebook:
SS.912.W.5.5 Analyze the extent to
http://www.fordham.edu/Halsal
which the Enlightenment impacted
l/ancient/asbook.asp
the American and French
• World History Matters:
Revolutions. (DOK Level 2)*
http://worldhistorymatters.org
• Rubistar for Teachers (free
SS.912.W.5.6 Summarize the
rubric creator):
important causes, events, and effects
http://rubistar.4teachers.org
of the French Revolution including
the rise and rule of Napoleon. (DOK • Free website creator:
http://www.weebly.com
Level 2)*
• Prezi Presentations:
http://prezi.com
SS.912.W.6.1 Describe the
agricultural and technological
innovations that led to
Secondary Social Studies Focused Units of Study 8/2014
High School World History
18 Timeframe
(by month)
Content
Quarter 3
Standards and Benchmarks Instructional
Resources
Formative &
Alternative
Assessments
industrialization in Great Britain and
its subsequent spread to continental
Europe, the United States, and
Japan. (DOK Level 1)*
SS.912.W.6.2 Summarize the social
and economic effects of the
Industrial Revolution. (DOK Level
2)*
SS.912.W.6.3 Compare the
philosophies of capitalism,
socialism, and communism as
described by Adam Smith, Robert
Owen, and Karl Marx. (DOK Level
2)*
February
Age of Ideologies:
• Concert of Europe
• Revolutions of 1848
• Nationalism
• Congress of Vienna
• Radicals
• Napoleon III
• Metternich
• Balance of Power
• Berlin Conference of
1884
• Scramble for Africa
• The Haitian Rebellion
Secondary Social Studies Focused Units of Study 8/2014
High School World History
SS.912.W.1.3 Interpret and evaluate
primary and secondary sources.
(DOK Level 3)*
SS.912.W.1.6 Evaluate the role of
history in shaping identity and
character. . (DOK Level 3)*
SS.912.W.5.7 Describe the causes
and effects of 19th Latin American
and Caribbean independence
movements led by people including
Bolivar, de San Martin, and L'
Ouverture. (DOK Level 2)*
Textbook: World History, Pearson
2013
BEEP Lessons:
• UP05 LP 085
• UP05 LP 086
• UP05 LP 087
• UP05 LP 088
• UP05 LP 089
• UP05 LP 090
• UP05 LP 091
• UP05 LP 092
• UP05 LP 093
Chapter tests
Close reading
Alternative
assessments:
• Multimedia
presentations
• Websites
• Socratic seminar
• Visual
representations
• Poem/song
• Newscast
• Role play
19 Timeframe
(by month)
Content
•
The Colonial
Independence
Movements
Nationalism and
Imperialism:
• Italian Unification
• German Unification
• European Imperialism
• Taiping Rebellion
China:
• The Ming Dynasty
• The Mongolians
• Zheng He
Quarter 3
Standards and Benchmarks SS.912.W.6.4 Describe the 19th and
early 20th century social and
political reforms and reform
movements and their effects in
Africa, Asia, Europe, the United
States, the Caribbean, and Latin
America. (DOK Level 2)*
Instructional
Resources
•
•
•
•
•
•
•
UP05 LP 094
UP05 LP 095
UP06 LP 096
UP06 LP 097
UP06 LP 098
UP06 LP 099
UP06 LP 100
Formative &
Alternative
Assessments
• Simulation
• Debate
• Children’s story
• Pamphlet
• Guide book or
instruction manual
DBQ
SS.912.W.6.5 Summarize the
Free websites:
causes, key events, and effects of the
• World History resources from
unification of Italy and Germany.
NHD:
(DOK Level 2)*
http://www.nhd.org/WorldHisto
ryPrimarySources.htm
SS.912.W.6.6 Analyze the causes
• World History Sources:
and effects of imperialism. (DOK
http://chnm.gmu.edu/worldhisto
Level 3)*
rysources/whmfinding.php
• Ancient History Sourcebook:
http://www.fordham.edu/Halsal
l/ancient/asbook.asp
• World History Matters:
http://worldhistorymatters.org
• Rubistar for Teachers (free
rubric creator):
http://rubistar.4teachers.org
• Free website creator:
http://www.weebly.com
• Prezi Presentations:
http://prezi.com
Special Events:
Secondary Social Studies Focused Units of Study 8/2014
High School World History
20 Timeframe
(by month)
Content
Quarter 3
Standards and Benchmarks Instructional
Resources
•
•
March
European Imperialism
and Asia:
• Sun Yat-sen
• Sino-Japanese War
• Open Door Policy
• Boxer
Uprising/Rebellion
• Manchu
• 100 Days Reform
• Japan and Imperialism
• Meiji Restoration
• Russo-Japanese War
World War I:
• Entente
• Black Hand
• Nationalism
• The Russian Revolution
• Leninism
• The Treaty of Versailles
• The League of Nations
World War II:
• Stalinism
Secondary Social Studies Focused Units of Study 8/2014
High School World History
SS.912.W.1.3 Interpret and evaluate
primary and secondary sources.
(DOK Level 3)*
SS.912.W.6.4 Describe the 19th and
early 20th century social and
political reforms and reform
movements and their effects in
Africa, Asia, Europe, the United
States, the Caribbean, and Latin
America. (DOK Level 1)*
SS.912.W.6.6 Analyze the causes
and effects of imperialism. (DOK
Level 2)*
SS.912.W.6.7 Identify major events
in China during the 19th and early
20th centuries related to
imperialism. (DOK Level 1)*
Formative &
Alternative
Assessments
Black History Month
President’s Day
Textbook: World History, Pearson
2013
BEEP Lessons:
• UP06 LP 101
• UP06 LP 102
• UP06 LP 103
• UP06 LP 104
• UP06 LP 105
• UP06 LP 106
• UP06 LP 107
• UP06 LP 108
• UP06 LP 109
• UP06 LP 110
• UP06 LP 111
• UP06 LP 112 • UP07 LP 113 • UP07 LP 114 • UP07 LP 115 • UP07 LP 116 Chapter tests
Close reading
Alternative
assessments:
• Multimedia
presentations
• Websites
• Socratic seminar
• Visual
representations
• Poem/song
• Newscast
• Role play
• Simulation
• Debate
• Children’s story
• Pamphlet
• Guide book or
instruction manual
DBQ
SS.912.W.7.1 Analyze the causes of
World War I including the formation
of European alliances and the roles
Free websites:
of imperialism, nationalism, and
• World History resources from
militarism. (DOK Level 2)*
NHD:
http://www.nhd.org/WorldHisto
SS.912.W.7.2 Describe the changing
ryPrimarySources.htm
21 Timeframe
(by month)
Content
Quarter 3
Standards and Benchmarks Instructional
Resources
nature of warfare during World War
I. (DOK Level 1)*
•
SS.912.W.7.3 Summarize
significant effects of World War I.
(DOK Level 1)*
•
SS.912.W.7.4 Describe the causes
and effects of the German economic
crisis of the 1920s and the global
depression of the 1930s, and analyze
how governments responded to the
Great Depression. (DOK Level 2)*
SS.912.W.7.5 Describe the rise of
authoritarian governments in the
Soviet Union, Italy, Germany, and
Spain, and analyze the policies and
main ideas of Vladimir Lenin,
Joseph Stalin, Benito Mussolini,
Adolf Hitler, and Francisco Franco.
(DOK Level 1)*
•
•
•
•
Formative &
Alternative
Assessments
World History Sources:
http://chnm.gmu.edu/worldhisto
rysources/whmfinding.php
Ancient History Sourcebook:
http://www.fordham.edu/Halsal
l/ancient/asbook.asp
World History Matters:
http://worldhistorymatters.org
Rubistar for Teachers (free
rubric creator):
http://rubistar.4teachers.org
Free website creator:
http://www.weebly.com
Prezi Presentations:
http://prezi.com
Special Events:
• Women’s History month
SS.912.W.7.7 Trace the causes and
key events related to World War II.
(DOK Level 1)*
SS.912.W.7.8 Explain the causes,
events, and effects of the Holocaust
(1933-1945) including its roots in
the long tradition of anti-Semitism,
Secondary Social Studies Focused Units of Study 8/2014
High School World History
22 Timeframe
(by month)
Content
Quarter 3
Standards and Benchmarks Instructional
Resources
Formative &
Alternative
Assessments
19th century ideas about race and
nation, and Nazi dehumanization of
the Jews and other victims. (DOK
Level 1)*
Timeframe
(by month) April Content World War II (con’t):
• Mussolini
• Weimar Republic
• Nazism
• Fascism
• Holocaust
• Pearl Harbor
• D-Day
• Teheran Conference
• Malta Conference
• Yalta Conference
• Potsdam Conference
Early Cold War:
• UN
• NATO
• Marshall Plan
• Mao Zedong
Secondary Social Studies Focused Units of Study 8/2014
High School World History
Quarter 4
Standards and Benchmarks SS.912.W.1.1 Use timelines to
establish cause and effect
relationships of historical events.
(DOK Level 2)*
SS.912.W.1.3 Interpret and evaluate
primary and secondary sources.
(DOK Level 3)*
SS.912.W.1.5 Compare conflicting
interpretations or schools of thought
about world events and individual
contributions to history
(historiography). (DOK Level 2)*
SS.912.W.7.7 Trace the causes and
key events related to World War II.
(DOK Level 1)*
Instructional
Resources Textbook: World History, Pearson
2013
BEEP Lessons: • UP07 LP 117 • UP07 LP 118 • UP07 LP 119 • UP07 LP 120 • UP07 LP 121 • UP07 LP 122 • UP07 LP 123 • UP07 LP 124 • UP07 LP 125 • UP07 LP 126 • UP07 LP 127 • UP07 LP 128 • UP07 LP 129 • UP07 LP 130 Formative &
Alternative
Assessments Chapter tests
Close reading
Alternative
assessments:
• Multimedia
presentations
• Websites
• Socratic seminar
• Visual
representations
• Poem/song
• Newscast
• Role play
• Simulation
• Debate
• Children’s story
• Pamphlet
• Guide book or
23 Timeframe
(by month) Content •
•
•
•
•
•
•
Containment
Korean Conflict/War
Vietnam War
Cuban Revolution
Cuban Missile Crisis
Africa and the Cold War
Latin America and the
Cold War
The Cold War:
• Arab-Israeli Conflict
• Suez Crisis
Quarter 4
Standards and Benchmarks SS.912.W.7.8 Explain the causes,
events, and effects of the Holocaust
(1933-1945) including its roots in
the long tradition of anti-Semitism,
19th century ideas about race and
nation, and Nazi dehumanization of
the Jews and other victims. (DOK
Level 2)*
SS.912.W.7.9 Identify the wartime
strategy and post-war plans of the
Allied leaders. (DOK Level 1)*
SS.912.W.7.10 Summarize the
causes and effects of President
Truman's decision to drop the
atomic bombs on Japan. (DOK
Level 2)*
SS.912.W.7.11 Describe the effects
of World War II. (DOK Level 1)*
SS.912.W.8.1 Identify the United
States and Soviet aligned states of
Europe, and contrast their political
and economic characteristics. (DOK
Level 1)*
SS.912.W.8.2 Describe
characteristics of the early Cold
War. (DOK Level 1)*
Secondary Social Studies Focused Units of Study 8/2014
High School World History
Instructional
Resources • UP07 LP 131 • UP07 LP 132 • UP08 LP 133 • UP08 LP 134 • UP08 LP 135 Free websites: • World History resources from
NHD:
http://www.nhd.org/WorldHisto
ryPrimarySources.htm
• World History Sources:
http://chnm.gmu.edu/worldhisto
rysources/whmfinding.php
• Ancient History Sourcebook:
http://www.fordham.edu/Halsal
l/ancient/asbook.asp
• World History Matters:
http://worldhistorymatters.org
• Rubistar for Teachers (free
rubric creator):
http://rubistar.4teachers.org
• Free website creator:
http://www.weebly.com
• Prezi Presentations:
http://prezi.com
Special Events: • Holocaust Remembrance month Formative &
Alternative
Assessments instruction manual
DBQ 24 Timeframe
(by month) Content Quarter 4
Standards and Benchmarks SS.912.W.8.3 Summarize key
developments in post-war China.
(DOK Level 2)*
Instructional
Resources Formative &
Alternative
Assessments SS.912.W.8.4 Summarize the causes
and effects of the arms race and
proxy wars in Africa, Asia, Latin
America, and the Middle East.
(DOK Level 2)*
SS.912.W.8.5 Identify the factors
that led to the decline and fall of
communism in the Soviet Union and
Eastern Europe. (DOK Level 1)*
SS.912.W.8.6 Explain the 20th
century background for the
establishment of the modern state of
Israel in 1948 and the ongoing
military and political conflicts
between Israel and the Arab-Muslim
world. (DOK Level 1)*
SS.912.W.8.8 Describe the rise and
goals of nationalist leaders in the
post-war era and the impact of their
rule on their societies. (DOK Level
1)*
SS.912.W.8.10 Explain the impact
of religious fundamentalism in the
Secondary Social Studies Focused Units of Study 8/2014
High School World History
25 Timeframe
(by month) Content Quarter 4
Standards and Benchmarks Instructional
Resources Formative &
Alternative
Assessments Textbook: World History, Pearson
2013
BEEP Lessons: • UP08 LP 136 • UP08 LP 137 • UP08 LP 138 • UP08 LP 139 • UP08 LP 140 • UP08 LP 141 • UP08 LP 142 • UP08 LP 143 • UP08 LP 144 • UP08 LP 145 • UP08 LP 146 • UP08 LP 147 • UP08 LP 148 • UP08 LP 149 • UP08 LP 150 Free websites: • World History resources from
NHD:
http://www.nhd.org/WorldHisto
ryPrimarySources.htm
Chapter Tests
Close reading
Alternative
assessments:
• Multimedia
presentations
• Websites
• Socratic seminar
• Visual
representations
• Poem/song
• Newscast
• Role play
• Simulation
• Debate
• Children’s story
• Pamphlet
• Guide book or
instruction manual
DBQ last half of the 20th century, and
identify related events and forces in
the Middle East over the last several
decades. (DOK Level 1)*
May The Cold War:
• Sino-Soviet Split
• Nixon in China
• Gorbachev’s Reforms
• Fall of the Soviet Union
Post-Cold War:
• Nationalist Movements
and a fallen Soviet Union
• Yugoslavian Collapse
• Apartheid
• Emerging Africa
• Modern China
• 9/11
• Globalization
• Religious fundamentalism
• Nuclear Treaties
• Global Security
SS.912.W.1.1 Use timelines to
establish cause and effect
relationships of historical events.
(DOK Level 2)*
SS.912.W.1.3 Interpret and evaluate
primary and secondary sources.
(DOK Level 3)*
SS.912.W.1.5 Compare conflicting
interpretations or schools of thought
about world events and individual
contributions to history
(historiography). (DOK Level 2)*
SS.912.W.8.5 Identify the factors
that led to the decline and fall of
communism in the Soviet Union and
Eastern Europe. (DOK Level 1)*
SS.912.W.8.7 Compare post-war
independence movements in
African, Asian, and Caribbean
countries. (DOK Level 2)*
SS.912.W.8.8 Describe the rise and
Secondary Social Studies Focused Units of Study 8/2014
High School World History
26 Timeframe
(by month) Content Quarter 4
Standards and Benchmarks goals of nationalist leaders in the
post-war era and the impact of their
rule on their societies. (DOK Level
1)*
Instructional
Resources Formative &
Alternative
Assessments World History Sources:
http://chnm.gmu.edu/worldhisto
rysources/whmfinding.php
• Ancient History Sourcebook:
http://www.fordham.edu/Halsal
SS.912.W.8.9 Analyze the successes
l/ancient/asbook.asp
and failures of democratic reform
• World History Matters:
movements in Africa, Asia, the
http://worldhistorymatters.org
Caribbean, and Latin America.
• Rubistar for Teachers (free
(DOK Level 3)*
rubric creator):
http://rubistar.4teachers.org
SS.912.W.8.10 Explain the impact
• Free website creator:
of religious fundamentalism in the
http://www.weebly.com
last half of the 20th century, and
• Prezi Presentations:
identify related events and forces in
http://prezi.com
the Middle East over the last several Special Events:
decades. (DOK Level 1)*
• Memorial Day SS.912.W.9.1 Identify major
scientific figures and breakthroughs
of the 20th century, and assess their
impact on contemporary life. (DOK
Level 1)*
•
SS.912.W.9.2 Describe the causes
and effects of post-World War II
economic and demographic changes.
(DOK Level 2)*
SS.912.W.9.3 Explain cultural,
historical, and economic factors and
Secondary Social Studies Focused Units of Study 8/2014
High School World History
27 Timeframe
(by month) Content Quarter 4
Standards and Benchmarks Instructional
Resources Formative &
Alternative
Assessments governmental policies that created
the opportunities for ethnic
cleansing or genocide in Cambodia,
the Balkans, Rwanda, and Darfur,
and describe various governmental
and non-governmental responses to
them. (DOK Level 1)*
SS.912.W.9.4 Describe the causes
and effects of twentieth century
nationalist conflicts. (DOK Level
2)*
SS.912.W.9.5 Assess the social and
economic impact of pandemics on a
global scale, particularly within the
developing and under-developed
world. (DOK Level 3)*
SS.912.W.9.6 Analyze the rise of
regional trade blocs such as the
European Union and NAFTA, and
predict the impact of increased
globalization in the 20th and 21st
centuries. (DOK Level 3)*
SS.912.W.9.7 Describe the impact
of and global response to
international terrorism. (DOK Level
1)*
Secondary Social Studies Focused Units of Study 8/2014
High School World History
28 Florida Standards for Literacy in History and Social Studies
Reading
Writing
Speaking and Listening-Grades 9-10
Key Ideas and Details:
Text Types and Purposes:
Comprehension and Collaboration:
LAFS.910.RH.1.1:
Cite specific textual evidence to support
analysis of primary and secondary sources,
attending to such features as the date and origin
of the information. . (DOK Level 2)
LAFS.910.WHST.1.1:
Write arguments focused on discipline-specific
content.
a) Introduce precise claim(s), distinguish
the claim(s) from alternate or opposing
claims, and create an organization that
establishes clear relationships among the
claim(s), counterclaims, reasons, and
evidence.
b) Develop claim(s) and counterclaims
fairly, supplying data and evidence for
each while pointing out the strengths
and limitations of both claim(s) and
counterclaims in a discipline-appropriate
form and in a manner that anticipates the
audience’s knowledge level and
concerns.
c) Use words, phrases, and clauses to link
the major sections of the text, create
cohesion, and clarify the relationships
between claim(s) and reasons, between
reasons and evidence, and between
claim(s) and counterclaims.
d) Establish and maintain a formal style
and objective tone while attending to the
norms and conventions of the discipline
in which they are writing.
e) Provide a concluding statement or
section that follows from or supports the
LAFS.910.SL.1.1:
Initiate and participate effectively in a range of
collaborative discussions
(one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10
topics, texts, and issues, building on others’
ideas and expressing their own
clearly and persuasively.
a) Come to discussions prepared, having
read and researched material under
study; explicitly draw on that
preparation by referring to evidence
from texts and other research on the
topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
b) Work with peers to set rules for collegial
discussions and decision-making (e.g.,
informal consensus, taking votes on key
issues, presentation of alternate views),
clear goals and deadlines, and individual
roles as needed.
c) Propel conversations by posing and
responding to questions that relate the
current discussion to broader themes or
larger ideas; actively incorporate others
into the discussion; and clarify, verify,
or challenge ideas and conclusions.
d) Respond thoughtfully to diverse
perspectives, summarize points of
LAFS.910.RH.1.2:
Determine the central ideas or information of a
primary or secondary source; provide an
accurate summary of how key events or ideas
develop over the course of the text. . (DOK
Level 2)
LAFS.910.RH.1.3:
Analyze in detail a series of events described in
a text; determine whether earlier events caused
later ones or simply preceded them. . (DOK
Level 3)
Secondary Social Studies Focused Units of Study 8/2014
High School World History
29 Reading
Writing
argument presented. . (DOK Level 4)
LAFS.910.WHST.1.2:
Write informative/explanatory texts, including
the narration of historical events, scientific
procedures/ experiments, or technical processes.
a) Introduce a topic and organize ideas,
concepts, and information to make
important connections and distinctions;
include formatting (e.g., headings),
graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
b) Develop the topic with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details, quotations,
or other information and examples
appropriate to the audience’s knowledge
of the topic.
c) Use varied transitions and sentence
structures to link the major sections of
the text, create cohesion, and clarify the
relationships among ideas and concepts.
d) Use precise language and domainspecific vocabulary to manage the
complexity of the topic and convey a
style appropriate to the discipline and
context as well as to the expertise of
likely readers.
e) Establish and maintain a formal style
and objective tone while attending to the
norms and conventions of the discipline
in which they are writing.
f) Provide a concluding statement or
Secondary Social Studies Focused Units of Study 8/2014
High School World History
Speaking and Listening-Grades 9-10
agreement and disagreement, and, when
warranted, qualify or justify their own
views and understanding and make new
connections in light of the evidence and
reasoning presented. (DOK Level 3)
LAFS.910.SL.1.2:
Integrate multiple sources of information
presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the
credibility and accuracy of each source. . (DOK
Level 3)
LAFS.910.SL.1.3:
Evaluate a speaker’s point of view, reasoning,
and use of evidence and rhetoric, identifying
any fallacious reasoning or exaggerated or
distorted evidence. . (DOK Level 3)
30 Reading
Writing
Speaking and Listening-Grades 9-10
section that follows from and supports
the information or explanation presented
(e.g., articulating implications or the
significance of the topic). . (DOK Level
4)
Craft and Structure:
Production and Distribution of Writing:
Presentation of Knowledge and Ideas:
LAFS.910.RH.2.4:
Determine the meaning of words and phrases
as they are used in a text, including vocabulary
describing political, social, or economic aspects
of history/social studies. . (DOK Level 2)
LAFS.910.WHST.2.4:
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience. .
(DOK Level 3)
LAFS.910.RH.2.5:
Analyze how a text uses structure to emphasize
key points or advance an explanation or
analysis. . (DOK Level 3)
LAFS.910.WHST.2.5:
Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what
is most significant for a specific purpose and
audience. . (DOK Level 3)
LAFS.910.SL.2.4:
Present information, findings, and supporting
evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning
and the organization, development, substance,
and style are appropriate to purpose, audience,
and task. . (DOK Level 3)
LAFS.910.RH.2.6:
Compare the point of view of two or more
authors for how they treat the same or similar
topics, including which details they include and
emphasize in their respective accounts. . (DOK
Level 3)
LAFS.910.WHST.2.6:
Use technology, including the Internet, to
produce, publish, and update individual or
shared writing products, taking advantage of
technology’s capacity to link to other
information and to display information flexibly
and dynamically. . (DOK Level 2)
Integration of Knowledge and Ideas:
Research to Build and Present Knowledge:
LAFS.910.RH.3.7:
Integrate quantitative or technical analysis (e.g.,
charts, research data) with qualitative analysis
LAFS.910.WHST.3.7:
Conduct short as well as more sustained
research projects to answer a question
Secondary Social Studies Focused Units of Study 8/2014
High School World History
LAFS.910.SL.2.5:
Make strategic use of digital media (e.g.,
textual, graphical, audio, visual, and interactive
elements) in presentations to enhance
understanding of findings, reasoning, and
evidence and to add interest. . (DOK Level 3)
LAFS.910.SL.2.6:
Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English
when indicated or appropriate. (See grades 9–10
Language standards 1 and 3 on pages 54 for
specific expectations.) . (DOK Level 2)
31 Reading
in print or digital text. . (DOK Level 3)
LAFS.910.RH.3.8:
Assess the extent to which the reasoning and
evidence in a text support the author’s claims. .
(DOK Level 3)
LAFS.910.RH.3.9:
Compare and contrast treatments of the same
topic in several primary and secondary sources.
(DOK Level 3)
Writing
Speaking and Listening-Grades 9-10
(including a self-generated question) or solve a
problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the
subject under investigation. . (DOK Level 4)
LAFS.910.WHST.3.8:
Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the
usefulness of each source in answering the
research question; integrate information into the
text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard
format for citation. . (DOK Level 4)
LAFS.910.WHST.3.9:
Draw evidence from informational texts to
support analysis, reflection, and research. .
(DOK Level 3)
Range of Reading and Level of Text
Complexity:
LAFS.910.RH.4.10.
By the end of grade 10, read and comprehend
history/social studies texts in the grades 9–10
text complexity band independently and
proficiently. . (DOK Level 2)
Secondary Social Studies Focused Units of Study 8/2014
High School World History
Range of Writing:
LAFS.910.WHST.4.10:
Write routinely over extended time frames (time
for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and
audiences. . (DOK Level 3)
32