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
Delta RV World History Revised-2009 Principles of constitution al democracy analyze the roles and in World influence of political History parties and interest groups from 1815 to 1920. define and explain judicial review as it relates to events in the United States from 1815-1920. Extended Thinking analyze and evaluate the changing roles of governments including philosophy, limits, duties, checks and balances, separation of powers, popular sovereignty, and federalism as it relates to events from 18151920. 1.6 Students will write an essay discussing the “progress” of democracy in the United States, Britain, and France in the 1800’s. Essay rubric scoring guide Students will discuss and take lecture notes over the changes in government in Great Britain, from absolute monarch to limited constitutional monarchy, and the effect of these changes on the development of government in the United States. Class participation Students will discuss and take lecture notes over the role of political parties in the development of a limited constitutional monarchy in Great Britain. Class participation Students will discuss and take lecture notes on judicial review as it relates to the events in the United States from 1815-1920. Class participation 1.5 1.6 1.10 1.6 1.10 Skill/Concept Students will: analyze changes in democracy and republics including representation from 1815 to 1920. 1.6 1.8 1.10 4.2 Skill/Concept A Assessment Skill/Concept Social Studies: World History (10th Grade) Principals of Constitutional Democracy Content Standard 1: Knowledge of the principles expressed in documents shaping constitutional democracy in the United States Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Objective Standards Skills Activities/Resources 1 Review notes Review notes Review notes Social Studies: World History (10th Grade) Principals of Constitutional Democracy Content Standard 1: Knowledge of the principles expressed in documents shaping constitutional democracy in the United States Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Objective Standards Skills Activities/Resources Understanding the relevance and connection of constitutional principles analyze the relevance of Key Supreme Court decisions (examples— Plessey v. Ferguson). 1.8 Strategic Thinking Students will: identify, explain, and analyze the major principles surrounding the amendments to the constitution from l815 to 1920. 1.10 4.2 1.6 1.8 Extended Thinking B 1.10 4.2 2 Assessment Students will complete a study guide discussing the role of the progressive party in getting amendments passed in the early 1800’s. Scoring study guide Students will discuss and analyze the relevance of Key Supreme Court decisions. Teacher observation Review Social Studies: World History (10th Grade) United States History Content Standard 2a: Knowledge of continuity and change in the history of Missouri, the United States and the world Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Objective Standards Skills Activities/Resources Understand the migrations of people from many regions to North America Students will: explain and analyze the migration of people from many regions of the world and the interactions of cultures and religious traditions that have contributed to America’s history. 1.2 analyze American democracy, its ideas, institutions and political processes with emphasis on the Civil War and Reconstruction, struggle for civil rights, and the expanding role of government. 1.4 describe the historical development of the American economy, from 1815-1920 including: impact of geographic factors; role of the frontier and agriculture; impact of technological change and urbanization on land, resources, society, politics and culture; changing relationships between government and the economy. 1.6 Strategic Thinking A Assessment 1.4 2.1 Students will write an essay on the growth of democracy in the United States. Part of this essay should discuss the role of immigration in the expansion of democracy. Rubric scoring guide for essay Students will create an essay on the effects of the Civil War and Reconstruction and their major impact on the growth of democracy in the United States. Rubric scoring guide for essay Political development in the United States Extended Thinking B 1.5 1.6 Economic development in the United States Strategic Thinking C 3 Social Studies: World History (10th Grade) United States History Content Standard 2a: Knowledge of continuity and change in the history of Missouri, the United States and the world Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Objective Standards Skills Activities/Resources Foreign and domestic policy developments Students will: describe and evaluate the evolution of United States domestic and foreign policies between 18l25 and 1920 including isolationism, manifest destiny, imperialism and World War I. 1.4 Extended Thinking D 1.6 1.8 Assessment Students will discuss, take lecture notes, and complete a study guide concerning the change in our foreign policy both before and immediately after World War I. Class participation Students will discuss and take lecture notes over the influence of nationalism on the changing map of Europe during the 1800’s. This rise of nationalism was influenced by music, literature, religion, etc. Class participation Review notes Study guide E 1.9 Strategic Thinking Understanding cultural changes describe the changing character of world society and culture (examples—arts and literature, education and philosophy, religion and values and science and technology) between 1815 to 1920. F 4.2 Extended Thinking analyze Missouri history as it relates to major developments of United Missouri States history, including history as it relates to major mid 1800’s (conflict and developments war), urbanization and industrialization. of United States history 4 Review notes Study guide Social Studies: World History (10th Grade) World History Content Standard 2b: Knowledge of the continuity and change in the history of the world (World History) Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Objective Standards Skills Activities/Resources Knowledge of contributions and interactions of major world civilizations Students will: describe the dominant characteristics, contributions of, and interactions among major civilizations of Asia, Europe, Africa, the Americas and the Middle East in ancient and medieval times. 1.9 interpret the Renaissance and Reformation to include new ways of thinking, including humanism, new developments in the arts and influences on later developments. 1.6 Strategic Thinking A Assessment Students will discuss and take lecture notes over the impact of major civilizations in ancient and medieval times. Class participation Review notes Influence of the renaissance and Reformation Strategic Thinking B 1.9 5 Students will discuss and take Class participation lecture notes examining the role of the Renaissance and Reformation in Review notes spurring new ideas about the arts and the ensuing period of exploration. Essay rubric scoring guide Social Studies: World History (10th Grade) World History Content Standard 2b: Knowledge of the continuity and change in the history of the world (World History) Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Objective Standards Skills Activities/Resources Causes and effects of European overseas expansion Students will: assess the impact of the First Global Age (c. 1450C. 1770), including the Columbian Exchange, the origins and consequences of European overseas expansion, the effect of European arms and e/economic power on other parts of the world; resulting transformations in the Americas, Africa, Asia and Europe and conflicts among European maritime and land powers. 1.8 examine and analyze the Scientific Revolution in the context of what it was, its antecedents and its impact on Europe and the world. 1.6 1.9 Students will discuss and take lecture notes concerning the impact of the first Global Age (1150-1770) on the people of the world. Class participation Students will create historical resumes discussing the impact of new ideas, concepts, and fields of study during the Scientific Revolution. Historical resume rubric scoring guide Review notes Strategic Thinking C Assessment Impact of Scientific Revolution Extended Thinking D 1.9 6 Social Studies: World History (10th Grade) World History Content Standard 2b: Knowledge of the continuity and change in the history of the world (World History) Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Objective Standards Skills Activities/Resources Students will: evaluate the Enlightenment, including its principles ideas, its antecedents, its challenge to absolutist monarchies and others and its effects on world history. Effect of the Enlightenment on major revolutions 1.6 Extended Thinking E Assessment identify and explain the major revolutions of the 18th and 19th centuries, including: political revolutions (American and French) and the Industrial Revolution (causes, development, reactions and other consequences, such as social, political and economic globalization). Students will discuss and take lecture notes, evaluating the ideas of the Enlightenment and their impact on major revolutions in the 18th and 19th centuries. Students will also compare and contrast the influence of different Enlightenment thinkers including Hobbes, Locke, Montesquieu, Voltaire, and Rousseau. Class Participation Students will discuss and take lecture notes over key economic theories and practices, including socialism, capitalism, and communism and the political effects of these movements in different countries. Class participation Create graph—rubric scoring guide Create chart—rubric scoring guide Review notes F 1.2 Strategic Thinking Causes and consequences of economic theories and practices analyze the evolution of diverse economic theories and practices, such as laissez faire capitalism, and socialism, and the social and political effects these have had on various societies. 1.4 1.8 2.1 7 Review notes Causes, comparisons and results of major wars between 1815 and l920 Students will: eamine all the major wars between 1815 and 1920, including the causes, comparisons, consequences and peace efforts. 1.6 2.3 Extended Thinking G Assessment Students will create a chart comparing the successful and unsuccessful revolutions from 18251920 and the reasons for the successes or failures. Rubric scoring guide for chart Strategic Thinking Social Studies: World History (10th Grade) World History Content Standard 2b: Knowledge of the continuity and change in the history of the world (World History) Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Objective Standards Skills Activities/Resources Students will discuss and take lecture notes about the impact of imperialism and in independence movements of the 19th and 20th centuries. Class participation Students will discuss and take lecture notes over the demographic changes caused by the Industrial Revolution from 1815-1920. Class participation Review notes H Causes, reactions and consequences of European and Japanese Imperialism evaluate and analyze imperialism and the independence movements of the 9th and early 20th century focusing on the causes, reactions, short- and long-term consequences. 1.4 outline major demographic changes and migrations from 1815-1920 including their causes and consequences (examples—rural to urban, less developed to more developed). 1.6 1.5 1.8 2.1 Review notes Causes and consequences of major demographic changes Strategic Thinking I 8 Review notes Essay rubric scoring guide Social Studies: World History (10th Grade) Principles & Processes of Governance Systems Content Standard 3: Knowledge of principles and processes of governance systems Concepts Measurable Learner Process Integrated DOK Objective Standards Skills Assessment B 1.6 Students will discuss and take lecture notes comparing and contrasting different governmental systems from 1815-1920 and their impact on world events. Class participation Students will, through class discussion and notes, be able to describe the impact of different political systems and styles of leadership on the everyday lives of people living within these governments. Class participations Review notes Skill/Concept Students will: compare and contrast governmental systems fro 1825 to 1920, including those that are democratic, totalitarian, monarchic, Similarities oligarchic and theocratic, and differences and describe their impact. of governmental systems Instructional Strategies/Student Activities/Resources C 1.6 Extended Thinking Processes of governmental systems interpret the processes pertaining to: selection of political leaders, functions and styles of leadership, and governmental systems. 1.8 9 Review notes Social Studies: World History (10th Grade) Economic Concepts and Principles Content Standard 4: Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand) Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Assessment Objective Standards Skills Activities/Resources C Understanding the roles of people, business, and government in economic system of the World 1.6 Extended Thinking Understanding economic concepts Students will: apply the following major economic concepts in the context of 18151920: factors of production, supply and demand. 1.8 1.10 analyze the roles people, business, and government play in economic systems such as: how monopolies affect people’s lives and how they are regulated; how boycotts and strikes affect trade and people’s options. 1.6 analyze the functions and effects of major economic institutions of the world economy, such as corporations and labor unions. 1.5 Students will demonstrate on understanding of the concept of supply and demand through dimensions and a power point presentation on the topics of Thomas Methany’s ESSAY on POPULATION, and David Ricardo’s FROM LAW OF WAYS. Rubric scoring for power point Students will discuss and take lecture notes over the functions and effects of major economic institutions on the world economy. Class participation Class participation Extended Thinking B 1.8 Understanding the functions and effects of economic institutions Skill/Concept E 1.6 1.8 10 Review notes Social Studies: World History (10th Grade) Economic Concepts and Principles Content Standard 4: Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand) Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Assessment Objective Standards Skills Activities/Resources Knowledge of economic institutions Students will: explain the roles of trade, treaties, international organizations and comparative advantage in the global economy between 1815-1920. 1.6 Skill/Concept F G 1.6 Skill/Concept Understanding the roles of government in a market economy identify the roles of government in a market economy (defining and protecting property rights, maintaining competition, promoting goals such as full employment, stable prices, growth and justice). 11 Students will take lecture notes and discuss the roles of trade, treaties, and international organizations between 1815 and 1920, including Concert of Europe, Congress of Vienna, and Treaty of Versailles in l919, and their effect on the global economy. Class participation Review notes Social Studies: World History (10th Grade) Elements of Geographical Study and Analysis Content Standard 5: Knowledge of major elements of geographical study and analysis (such as location, place, movement, regions) and their relationship to changes in society and the environment Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Assessment Objective Standards Skills Activities/Resources Knowledge to use geography to predict and solve problems Students will: apply knowledge of the geography of Missouri, the United States and world to make predictions and solve problems between 18151920. 1.6 Extended Thinking B Students will take lecture notes and discuss the role of geography in the beginnings of World War I especially the Balkans role as “The Powder Keg of Europe.” Class participation Using world political/physical maps students will identify, locate, label and color major cities, countries, and physical features. Rubric scoring guide Students will discuss, take lecture notes and complete worksheets discussing why early civilizations were all founded along major water ways and how they adapted their economies to their surroundings Class participation Review notes C 1.4 describe physical characteristics and human characteristics that make specific places unique; how and why places change; how and why different people may perceive the same place in varied ways. 1.9 1.8 Recall Understanding the concept of location locate major cities of Missouri, the United States and the world; many of the world’s nations; the world’s continents and oceans; and major topographic features of the United States and world. Understanding the concept of place Strategic Thinking D communicate locations of places by creating maps and by describing their absolute locations and relative locations. 12 Review notes Social Studies: World History (10th Grade) Elements of Geographical Study and Analysis Content Standard 5: Knowledge of major elements of geographical study and analysis (such as location, place, movement, regions) and their relationship to changes in society and the environment Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Assessment Objective Standards Skills Activities/Resources Students will: analyze major patterns and issues with regard to population distribution, demographics, settlements, migrations, cultures and economic systems in the United States and the world between 1815-1920. Understanding relationships within places 1.6 Students will discuss and take lecture notes examining the role of population distribution and demographics on the beginning of independence movement in the Austro-Hungarian and Ottoman Empires in the 19th century. 1.9 explain how physical processes shape the earth’s surface. Describe the distribution and characteristics of ecosystems, the forces that have led to their formation, and how they vary in biodiversity and productivity. Extended Thinking E analyze major patterns and issues with regard to population distribution, demographics, settlements, migrations, cultures and economic systems in the United States and world. 13 Class participation Review notes Social Studies: World History (10th Grade) Elements of Geographical Study and Analysis Content Standard 5: Knowledge of major elements of geographical study and analysis (such as location, place, movement, regions) and their relationship to changes in society and the environment Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Assessment Objective Standards Skills Activities/Resources Class participation Students will discuss and take lecture notes regarding the impact of revolutions in transportation and communication in the physical environment. Class participation Strategic Thinking 1.6 Students will discuss and take lecture notes regarding early African societies and what they traded, who they traded with, and how this affected their migrations. Class participation Students will discuss and take lecture Class participation notes on how the spread of vernacular languages and introduction to new Review notes ideas and products through exploration led to massive cultural changes in the 16th and 17th centuries. Extended Thinking Students will discuss and take lecture notes regarding the agricultural revolution, its effect on the physical environment, and the policies and progress that resulted from this new use of resources. Strategic Thinking Students will: explain how technology has expanded people’s capacity to modify the physical environment identify how changes in the physical environment may reduce the capacity of the environment to support human activity. Strategic Thinking E 1.9 Understanding identify and evaluate relationships policies and programs within places related to the use if Review notes resources. explain how technology has expanded people’s capacity to modify the physical environment 1.6 explain the factors that account for patterns in trade and human Understanding migration. the relationships identify issues (and ways between and to address those issues) among places and describe major effects 1.6 2.3 Review notes F 1.6 pertaining to the movement of people, products and ideas. 14 Review notes Understanding relationships between and among regions Students will: list and explain criteria that give regions their identities in different periods of the United States and the world between 1815 and 1920 explain how and why regions change. 1.6 1.8 1.6 Skill/Concept G Skill/Concept Social Studies: World History (10th Grade) Elements of Geographical Study and Analysis Content Standard 5: Knowledge of major elements of geographical study and analysis (such as location, place, movement, regions) and their relationship to changes in society and the environment Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Assessment Objective Standards Skills Activities/Resources 15 Students will discuss and take lecture notes over the rise of nationalism in Europe in the l9th century. Class participation Students will discuss and take lecture notes discussing the reasons for the collapse of old European Empires during the l9th century. Class participation Review notes Review notes Social Studies: World History (10th Grade) Relationships of Individuals & Groups to Institutions & Traditions Content Standard 6: Knowledge of relationships of the individual and groups to institutions and cultural traditions Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Objective Standards Skills Activities/Resources Students will: compare and contrast the major ideas and beliefs of different cultures between 1815 and l920. 1.6 Skill/ Concept A Ideas and beliefs of different cultures Assessment Students will discuss and take lecture notes over the beliefs and ideas of different cultures between 1815 and l920. Class participation Students will discuss and take lecture notes discussing how various groups have changed between 1815 and 1920. Class participation Review notes B D Consequences of individual or institutional failure identify the consequences that can occur when: institutions fail to meet the needs of individuals and groups. Skill/Concept 1.9 1.6 Extended Thinking summarize how various groups (examples—class, Changing of ethnicity, race, gender roles of various and age) in society have groups changed between 1815 and 1920. Include cause and effect. 3.1 Review notes Students will compare and contrast Essay scoring rubric the failures of different governments in handling the problems of the Great Depression and how that led to World War II. E 1.8 Extended Thinking determine the causes, consequences and Causes, effects, possible resolutions of and resolutions cultural conflicts between of cultural 1815-1920. conflict 16 Students will discuss and complete worksheets determining the causes, consequences, and resolutions of cultural conflicts between 1815 and l920. Class participation Scoring rubric Social Studies: World History (10th Grade) Tools of Social Science Inquiry Content Standard 7: Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents) Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Objective Standards Skills Activities/Resources Developing a research plan and identifying resources Students will: research a topic in social studies between the period 1815-1920. 1.1 Extended Thinking A 1.2 1.4 Assessment Students will write an essay Rubric scoring guide discussing the growth of democracy in the l9th century B 1.5 Strategic Thinking analyze primary sources and secondary sources Selecting and analyzing primary/secondary Students will research and answer questions based on a variety of primary source documents and secondary sources on a variety of topics. Rubric scoring guide on research and writing Students will read two primary sources regarding the Battle of Waterloo and answer questions about and discuss the problems of being in news reporting. Rubric scoring guide Students will work on worksheets and reviews, examine and answer questions about a variety of social studies resources. Rubric scoring guide C 1.5 Strategic Thinking distinguish between fact Understanding and opinion and analyze fact, opinion, bias sources to recognize and points of view bias and points of view. in sources. 1.6 1.7 D 1.4 Strategic Thinking Interpreting various socialstudies resources interpret maps, statistics, charts, diagrams, graphs, timelines, pictures, political cartoons, audiovisual materials, written resources, art and artifacts. 1.8 17 Social Studies: World History (10th Grade) Tools of Social Science Inquiry Content Standard 7: Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents) Concepts Measurable Learner Process Integrated DOK Instructional Strategies/Student Objective Standards Skills Activities/Resources Knowledge to create various social-studies graphics Students will: create maps, charts, diagrams, graphs, timelines and political cartoons to assist in analyzing and visualizing concepts in social studies. 1.2 1.5 1.8 Extended Thinking E 18 Students will work on worksheets and reviews and create a variety of social studies graphics to assist them in analyzing and visualizing concepts in social studies. Assessment Rubric scoring guide