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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… 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 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: 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 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. 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