Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in notetaking, participating in Socratic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