Download World History - Delta RV Schools

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