Download STAGE 1 – DESIRED RESULTS

Unit #: 4
Subject(s): World History
Grade(s): 9th
Designer(s): Emily Pleasants, Sulayman Kadir, Lauren Faust
STAGE 1 – DESIRED RESULTS
Unit Title: Room for Improvement: Innovation and Reform
Transfer Goal(s): Students will be able to independently use their learning to recognize cultural changes and continuites of the emerging global community.
Enduring Understandings:
Essential Questions:
Students will understand that…
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Technology and innovation cause people to question the world
around them.
The expansion of learning challenges authority.
Religion can be a unfying or divisive force in political and social
systems.
One person can have a dramatic impact on their community and the
course of future events.
Students will know:
 Terms: Renaissance, Protestant Reformation, Counter or Catholic
Reformation, printing revolution, scientific revolution, Enlightment,
secularism, rationalism, humanism, laissez-faire, absolutism
 Key players of this time period (e.g., Bacon, Descartes, Martin
Luther, Ignatius Loyola, Michelangelo, Macchiavelli, Galileo,
Newton, etc.)
 Various technological and philosophical advancements
(heliocentrism, printing press, telescope, natural rights, etc.)
 Connection between Classical Greece and Rome and modern
classical learning
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Do people have the right to question authority?
Just because we can, does it mean we should?
o Question authority
o Advanced technologically and scientifically
Is technicalogical and scientific advancement inevitable?
Students will be able to:
 Identify and explain the causes and effects of the Renaissance
 Identify and explain the causes and effects of the Protestant and
Counter Reformation
 Identify and explain the causes and effects of the Scientific
Revolution
 Analyze various visual, literary, and musical sources to explain the
impact new technology and ideas had on global expansion
 Explain the impact the Enlightenment had on changing political,
social, and economic ideologies
 Analyze and evaluate a variety of primary sources to explain the
political, social, and economic reason for the rise of nation-states
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/25/16
1
Unit #: 4
Subject(s): World History
Grade(s): 9th
Designer(s): Emily Pleasants, Sulayman Kadir, Lauren Faust
STAGE 1– STANDARDS
Essential Standards
WH.H.1
Apply the four interconnected dimensions of historical thinking to the
Essential Standards for World History in order to understand the creation
and development of societies/civilizations/nations over time.
WH.H.3
Understand how conflict and innovation influenced political, religious,
economic, and social changes in medieval civilizations.
WH.H.4
Analyze the political, economic, social, and cultural factors that led to
the development of the first age of global interaction.
Clarifying Objectives
WH.H.1.2
Use historical comprehension to: 1) Reconstruct the
literal meaning of a historical passage. 2) Differentiate
between historical facts and historical interpretations.
3) Analyze data in historical maps. 4) Analyze visual,
literary, and musical sources.
WH.H.3.3
Analyze how innovations in agriculture, trade and
business impacted the economic and social
development of various medieval societies (e.g.,
Feudalism, Agricultural Revolutions, Commerical
Revolution, and development of a banking system,
manorial system, growth of towns, etc.).
WH.H.4.1
Explain how interest in classical learning and religious
reform contributed to increased global interaction (e.g.,
Renaissance, Protestant Reformation, Catholic
Reformation, printing revolution, etc.).
WH.H.4.2
Explain the political, social, and economic reasons for
the rise of powerful centralized nation-states and
empires (e.g., Reformation, absolutism, limited
monarchy, empires, etc.).
WH.H.4.3
Explain how agricultural and technological
improvements transformed daily life socially and
economically (e.g., growth of towns, creations of
guilds, feudalism, and the manorial system,
commercialization, etc.).
WH.H.4.4
Analyze the effects of increased global trade on the
interactions between nations in Europe, Southwest
Asia, the Americas, and Africa (e.g., exploration,
mercantilism, inflation, rise of capitalism, etc.).
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/25/16
2
Unit #: 4
Performance Tasks:
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Subject(s): World History
Grade(s): 9th
Designer(s): Emily Pleasants, Sulayman Kadir, Lauren Faust
STAGE 2 – ASSESSMENT EVIDENCE
Other Evidence: There may not be an assessment of each type listed below for
each unit. Examples of other types of assessment may include:
None at this time.
Academic Prompts
Quiz and Test Items
Informal Checks for Understanding
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Unit 4 Constructed Response Questions
Unit 4 Multiple Choice Questions
Click here to access the other evidences described above.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/25/16
3
Unit #: 4
Subject(s): World History
Grade(s): 9th
Designer(s): Emily Pleasants, Sulayman Kadir, Lauren Faust
STAGE 3 – RESOURCES FOR THE LEARNING PLAN
District Resources:
Supplemental Resources:
When designing the learning plan, these resources are intended to be a
These are considered additional resources that are recommended by the
primary resource used by all teachers.
Curriculum Writing Teams. Those resources with an asterisk (*) may be
purchased by each individual school.
 None at this time.
 DBQ The Age of Enlightenment and Scientific Reasoning
Additional resources can be found using these digital tools:
 Analyzing Art by Period Activity
 Defined Stem (main site)
 DBQ Scientific Revolution
 Discovery Education (main site)
 Document Analysis The Scientific Revolution
 iCurio (main site)
 Englightenment Graphic Organizer
 Reformation Matrix
 DBQ Renaissance
 Speed Dating Activity
 The Prince Reading
 Unit 4 Web Resources
Click here to access the resources listed above.
Considerations for Differentiating Instruction (AIG, EL, EC, etc.):
These resources are intended to be used when differentiating instruction to meet the varied needs of students in your classroom.
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Honors Supplement – Advice for a Prince Writing Assignment
Honors Supplement – DBQ Protestant Reformation
Honors Supplement – DBQ English Reformation and Henry VIII
Honors Supplement – Renaissance Discussion Board
Honors Supplement – What is Enlightenment Reading
Honors Supplement – Enlightenment Salon Activity
Click here to access the resources listed above.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/25/16
4