Download Unit Title: Unit 1: The First Civilizations and Empires.

Teacher(s) Name(s) Mr. Rodenbo
Class World History
Length of Unit
5 Weeks
Dates September/Oct
1.
Unit Title: Unit 1: The First Civilizations and Empires.
2.
Essential Question and/or Focus:
How do we know about the earliest humans, and how did they become a
stepping stone for the great civilizations that were to follow?
3.
Statement of Objectives/Goals for the Unit:
1. Students will be able to describe what makes a civilization.
2. Students will be able to describe how progress affects history.
3. Students will be able to identify how location can protect historical
artifacts.
4. Students will be able to identify how the Greek culture helped shape
our culture.
5. Students will be able to describe what modern societies learned about
city planning from the Romans.
4.
Michigan High School Content Expectations and/or Common Core State
Standards to be addressed:
MHSCE:
F1 World Historical and Geographical "Habits of Mind" and Central Concepts.
F2 Systems of Human Organizations.
F3 Growth and Development of World Religions.
F4 Regional Interactions.
COMMON CORE:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a
text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
11. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning
and relevant and sufficient evidence.
12. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
13. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured
event sequences.
14. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
15. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
16. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
17.Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
18. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
19. Draw evidence from literary or informational texts to support analysis, reflection, and research.
20. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
21. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of
the information.
22. 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.
23 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
24. 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 science.
25. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
26. 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.
27. Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative analysis in print or digital text.
28. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
29. Compare and contrast treatments of the same topic in several primary and secondary sources.
5.
Vocabulary:
Archaeology
Fossils
Homo sapiens
Civilization
Anthropology
Nomads
Culture
Indo-European
Hittites
Palestine
Subcontinent
Ideographs
Oracle
Arête
Democracy
Oligarchy
Agora
Tyrant
Polis
Aristocrats
Republic
Patricians
Dictator
Triumvirate
Sect
Assessment Plan: In tabular format, organize how each objective will be assessed. Include
copies of assessments and rubrics.
Objective #
Type of Assessment
Description of
Assessment (T/F,
multiple choice, etc.)
Objective #1
Objective #2
Objective #3
Objective #4
Objective #5
Chapter 1 Test
Chapter 2 Test
Chapter 3 Test
Chapter 4 Test
Chapter 5 Test
Objective #1
Objective #2
Objective #3
Objective #4
Objective #5
Content Vocab 1
Content Vocab 2
Content Vocab 3
Content Vocab 4
Guided Reading 11 to 1-5.
Identifying terms,
T/F, Multiple
Choice, Matching,
Essay.
Document Based
Questions
Identifying terms
T/F, Multiple
Choice, Matching,
Essay.
Document Based
Questions
Identifying terms
T/F, Multiple
Choice, Matching,
Essay.
Document Based
Questions
Differentiated
Instruction
activities
Primary Resource
activities
Other exercises as
deemed
appropriate.
Depth of Knowledge
Level
Advanced
Intermediate
Novice
Advanced
Adaptations and/or
accommodations
Adaptions and
accommodations
will be made based
on the individual
needs of the
student.
Teacher(s) Name(s) Mr. Rodenbo
Class World History
1.
Length of Unit
5 Weeks
Dates Oct/Nov
Unit 2: New Patterns of Civilizations
2. Essential Question and/or Focus:
As civilizations and empires emerged in different parts of the world,
new political systems, religions, arts, and sciences developed. These new
systems and these new ways of life continue to influence societies in the
modern world.
3. Statement of Objectives/Goals for the Unit:
1. Students will identify the origin and culture of Islam.
2. Students will describe the development of African civilizations, the
kingdoms and states of Africa, and African society and culture.
3. Students will describe the development of civilizations of Asia.
4. Students will describe the development of the Byzantine Empire.
5. Students will describe characteristics of Europe in the Middle Ages.
6. Students will identify characteristics of early civilizations in the Americas.
4.
Michigan High School Content Expectations and/or Common Core State
Standards to be addressed:
MHSCE:
4.1 Cross-temporal or Global Expectations: Analyze important hemispheric interactions and temporal developments during an era of
increasing regional power, religious expansion, and the collapse of some empires.
4.2 Interregional or Comparative Expectations.
4.3 Regional Expectations: Analyze important regional developments and cultural changes, including the growth of states, towns, and trade
in Africa south of the Sahara, Europe, the Americas, and China.
COMMON CORE:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a
text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
11. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning
and relevant and sufficient evidence.
12. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
13. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured
event sequences.
14. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
15. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
16. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
17.Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
18. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
19. Draw evidence from literary or informational texts to support analysis, reflection, and research.
20. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
21. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of
the information.
22. 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.
23 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
24. 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 science.
25. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
26. 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.
27. Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative analysis in print or digital text.
28. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
29. Compare and contrast treatments of the same topic in several primary and secondary sources.
5.
Vocabulary:
Hajj
Caliph
Shari ah
Mosque
Islam
Quran
Jihad
Resource
Savannas
Caravan
Dowry
Samurai
Shoguns
Archipelago
Bushido
Shinto
Pope
Monk
Missionary
Feudalism
Vassal
Chivalry
Magna Carta
Common Law
Estate
Crusades
Infidel
Schism
Plague
Journeyman
Sacrament
Apprentice
Money economy
Adobe
Pueblo
Hieroglyph
Maize
Assessment Plan: In tabular format, organize how each objective will be assessed. Include
copies of assessments and rubrics.
Objective #
Objective #1
Objective #2
Objective #3
Objective #4
Objective #5
Objective #6
Objective #1
Objective #2
Objective #3
Objective #4
Objective #5
Objective #6
Type of Assessment
Description of
Assessment (T/F,
multiple choice, etc.)
Chapter 6 Test
Chapter 7 Test
Chapter 8 Test
Chapter 9 Test
Chapter 10 Test
Chapter 11 Test
Identifying terms
T/F, Multiple
Choice, Matching,
Essay.
Document Based
Questions
Identifying terms
Guided Readings
2-6-2-11.
Differentiated
Instruction
chapters 6-11
Primary Resource
activities chapters
6-11.
Research Project.
Any other
exercises deemed
appropriate
Identifying terms
T/F, Multiple
Choice, Matching,
Essay.
Document Based
Questions.
Depth of Knowledge
Level
Adaptations and/or
accommodations
Advanced
Adaptions and
accommodations
will be made based
on the individual
needs of the
student.
Novice
Intermediate
Advanced
Adaptions and
accommodations
will be made based
on the individual
needs of the
student.
Teacher(s) Name(s) Mr. Rodenbo
Class World History
Length of Unit
7 Weeks
Dates Nov/Dec/Jan
1. Unit Title:
Unit 3: The Early Modern World
2. Essential Question and/or Focus:
In what ways are our lives today influenced by the Italian Renaissance, the Reformation,
the opening of European trade routes, and the various political revolutions that took place
in Europe.
3. Statement of Objectives/Goals for the Unit:
1. Students will be able to describe how the Renaissance and Reformation
brought about change in society.
2. Students will be able to describe how Europeans prospered during the age of
exploration and the devastating effects this had upon the societies in the Americas.
3. Students will identify the reasons that political and religious conflicts erupted
between Protestants and Catholics in Europe.
4. Students will be able to recognize how the Enlightenment influenced society
within this era.
5. Students will identify the causes and implications of the French Revolution.
4.
Michigan High School Content Expectations and/or Common Core State
Standards to be addressed:
MHSCE:
4.3 Regional Expectations: Analyze important regional developments and cultural changes, including the growth of states, towns,and trade
in Africa south of the Sahara, Europe, the Americas, and China.
5.1 Cross-temporal or Global Expectations: Analyze the global impact and significant developments caused by transoceanic traveland the
linking of all the major areas of the
world by the 18th century.
5.2 Interregional or Comparative Expectations: Analyze the impact of oceanic travel on interregional interactions.
5.3 Regional Content Expectations: Analyze the important regional developments and cultural changes in Asia, Russia, Europe and the
Americas.
COMMON CORE:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a
text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
11. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning
and relevant and sufficient evidence.
12. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
13. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured
event sequences.
14. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
15. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
16. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
17.Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
18. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
19. Draw evidence from literary or informational texts to support analysis, reflection, and research.
20. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
21. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of
the information.
22. 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.
23 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
24. 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 science.
25. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
26. 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.
27. Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative analysis in print or digital text.
28. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
29. Compare and contrast treatments of the same topic in several primary and secondary sources.
5.
Vocabulary:
Secular
Mercenaries
Humanism
Lutheranism
Predestination
Conquistadors
Encomienda
Columbian Exchange
Colony
Mercantilism
Balance of Trade
Middle Passage
Triangular Trade
Armada
Inflation
Commonwealth
Absolutism
Czar
Natural Rights
Scientific Method
rationalism
Laissez-Faire
Deism
Estate
Bourgeois
Coup d’etat
Nationalism
Assessment Plan: In tabular format, organize how each objective will be assessed. Include
copies of assessments and rubrics.
Objective #
Type of Assessment
Description of
Assessment (T/F,
multiple choice, etc.)
Objective #1
Objective #2
Objective #3
Objective #4
Objective #5
Chapter 12 Test
Chapter 13 Test
Chapter 14 Test
Chapter 17 Test
Chapter 18 Test
T/F, Multiple
Choice, Matching,
Essay.
Document Based
Questions
Advanced
Objective #1
Objective #2
Objective #3
Objective #4
Objective #5
Guided Readings
Identifying terms
T/F, Multiple
Choice, Matching,
Essay.
Document Based
Questions.
Novice
Intermediate
Advanced
Differentiated
Instruction
activities
Primary Resource
activities
Timeline Activities
Classroom Projects
Other assignments
deemed necessary.
Depth of Knowledge
Level
Adaptations and/or
accommodations
Adaptions and
accommodations
will be made based
on the individual
needs of the
student.
Adaptions and
accommodations
will be made based
on the individual
needs of the
student.
Teacher(s) Name(s) Mr. Rodenbo
Class World History
Length of Unit
5 Weeks
Dates Jan/Feb
1. Unit Title:
Unit 4: The Era of European Imperialism
2. Essential Question and/or Focus:
This period is characterized by two major developments: The growth
of industrialization and Western domination of the world. The
industrial revolution became a major force of change in society.
3. Statement of Objectives/Goals for the Unit:
1. Students will be able to describe how the Industrial Revolution changed the
way people lived.
2. Students will be able to describe how the Industrial Revolution lead to new
political and social movements.
3. Students will identify reasons that European country became imperialistic
and what implications this had for the people of Asia and Africa.
4. Michigan High School Content Expectations and/or Common Core
State Standards to be Addressed:
MHSCE:
1.
6.1 Global or Cross-temporal Expectations
Evaluate the causes, characteristics, and consequences of revolutions of the intellectual, political and economic structures
in an era of increasing global trade and consolidations of power.
2. 6.2 Interregional or Comparative Expectations
Analyze and compare the interregional patterns of nationalism, state-building, and social reform and imperialism.
3. 6.3 Regional Content Expectations
Analyze the important regional developments and political, economic, and social transformations in Europe, Japan, China,
and Africa.
COMMON CORE:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
11. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning
and relevant and sufficient evidence.
12. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
13. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured
event sequences.
14. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
15. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
16. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
17.Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
18. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
19. Draw evidence from literary or informational texts to support analysis, reflection, and research.
20. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
21. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of
the information.
22. 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.
23 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
24. 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 science.
25. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
26. 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.
27. Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative analysis in print or digital text.
28. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
29. Compare and contrast treatments of the same topic in several primary and secondary sources.
5. Vocabulary:
Enclosure Movement
Capital
Entrepreneurs
Cottage Industry
Socialism
Conservatism
Liberalism
Assembly Line
Mass Production
Bourgeois
Suffrage
Imperialism
Racism
Protectorate
Indirect Rule
Direct Rule
Annexed
Indigenous
Viceroy
Assessment Plan: In tabular format, organize how each objective will be assessed. Include
copies of assessments and rubrics.
Objective #
Type of Assessment
Description of
Assessment (T/F,
multiple choice, etc.)
Objective #1
Objective #2
Objective #3
Chapter 19 Test
Chapter 19 Test
Chapter 20 Test
T/F, Multiple
Choice, Matching,
Essay.
Document Based
Questions
Guided Readings
Identifying terms
T/F, Multiple
Choice, Matching,
Essay.
Document Based
Questions.
Objective #1
Objective #2
Objective #3
Differentiated
Instruction
activities
Timeline Activities
Primary Resource
activities
Classroom Projects
Other assignments
deemed necessary.
Depth of Knowledge
Level
Advanced
Novice
Intermediate
Advanced
Adaptations and/or
accommodations
Adaptions and
accommodations
will be made based
on the individual
needs of the
student.
Adaptions and
accommodations
will be made based
on the individual
needs of the
student.
Teacher(s) Name(s) Mr. Rodenbo
Class World History
1.
Length of Unit
8 Weeks
Dates Feb/Mar/April
Unit Title:
Unit #5 The Twentieth Century Crisis
2.
Essential Question and/or Focus:
What were the immediate and underlying causes that lead to
World War I and World War II and what were the short term and long
term consequences of these conflicts.
3. Statement of Objectives/Goals for the Unit:
Students will be able to:
1.
2.
3.
4.
5.
Explain the underlying and immediate causes of WWI and WWII.
Describe the characteristics of both wars.
Identify reasons for the collapse of Czarist Russia.
Describe the rise of dictators in Europe and the struggles of democracy.
Identify the consequences of both Wars and what it meant for the winners
and losers of these conflicts.
6. Describe the events that lead to the Holocaust.
4. Michigan High School Content Expectations and/or Common Core
State Standards to be Addressed:
MHSCE:
1.
7.1 Global or Cross-temporal Expectations: Analyze changes in global balances of military, political,
economic, and technological power and influence in the first half of the 20th century.
2.
7.2 Interregional or Comparative Expectations: Assess the interregional causes and consequences of the
global wars and revolutionary movements during this era.
3.
7.2.3 World War II - Analyze the causes, course, characteristics, and immediate
consequences of World War.
4. 7.3 Regional Content Expectations: Explain regional continuity and change in Russia, Asia, the Americas,
the Middle East, and Africa.
COMMON CORE:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a
text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
11. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning
and relevant and sufficient evidence.
12. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
13. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured
event sequences.
14. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
15. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
16. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
17.Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
18. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
19. Draw evidence from literary or informational texts to support analysis, reflection, and research.
20. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
21. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of
the information.
22. 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.
23 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
24. 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 science.
25. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
26. 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.
27. Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative analysis in print or digital text.
28. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
29. Compare and contrast treatments of the same topic in several primary and secondary sources.
5. Vocabulary:
Conscription
Mobilization
Propaganda
Trench Warfare
War of Attrition
Total War
Soviets
War Communism
Armistice
Reparations
Mandates
Depression
Totalitarian States
Collectivization
NAZI
Concentration Camp
Aryan
Demilitarized
Sanctions
Appeasement
Blitzkrieg
Isolationism
Genocide
Collaborators
Kamikaze
Blitz
Cold War
Assessment Plan: In tabular format, organize how each objective will be assessed. Include
copies of assessments and rubrics.
Objective #
Type of Assessment
Objective #1
Objective #2
Objective #3
Objectiive#4
Objective #5
Objective #6
Chapter 23-Chapter 26
Quizzes and Tests.
Description of
Assessment
Multiple Choice,
Matching,
Essay.
Document Based
Questions e choice,
Depth of Knowledge
Level
Advanced
etc.)
Objective #1
Objective #2
Objective #3
Objectiive#4
Objective #5
Objective #6
Guided Readings
Differentiated
Instruction
activities
Timeline Activities
Primary Resource
activities
Visuals
Classroom Projects
Other assignments
deemed necessary.
Identifying terms
T/F, Multiple
Choice, Matching,
Essay.
Document Based
Questions.
Novice
Intermediate
Advanced
Adaptations and/or
accommodations
Adaptions and
accommodations
will be made based
on the individual
needs of the
student
Adaptions and
accommodations
will be made based
on the individual
needs of the
student
Teacher(s) Name(s) Mr. Rodenbo
Class World History
Length of Unit
5 Weeks
Dates April/May
1. Unit Title:
Unit 6: Toward a Global Civilization
2. Essential Question and/or Focus:
How did the results of World War II change the world and the status of
European countries?
3. Statement of Objectives/Goals for the Unit:
Students will be able to:
1. Describe the events differences between the Soviet Union and
United States that lead to the Cold War Era.
2. Identify differences between a totalitarian dictatorship and a
democracy.
3. Describe the social change brought on by the devastation of
World War II.
4. Michigan High School Content Expectations and/or Common
Core State Standards to be Addressed:
1.
2.
8.1 Global and Cross-temporal Expectations: Analyze the global reconfigurations and restructuring of
political and economic relationships in the Post-World War II era.
8.2 Interregional or Comparative Expectations:Assess and compare the regional struggles for and against
independence, decolonization, and democracy across the world.
COMMON CORE:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a
text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
11. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning
and relevant and sufficient evidence.
12. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
13. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured
event sequences.
14. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
15. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
16. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
17.Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
18. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
19. Draw evidence from literary or informational texts to support analysis, reflection, and research.
20. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
21. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of
the information.
22. 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.
23 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
24. 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 science.
25. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
26. 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.
27. Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative analysis in print or digital text.
28. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
29. Compare and contrast treatments of the same topic in several primary and secondary sources.
5. Vocabulary:
Satellite States
Arms Race
Policy of Containment
Deterrence
Domino Theory
Détente
Perestroika
Popular Culture
Multinational Corporation
Privatization
Trade Embargo
Contras
Apartheid
AIDS
Assessment Plan: In tabular format, organize how each objective will be assessed. Include
copies of assessments and rubrics.
Objective #
Type of Assessment
Description of
Assessment (T/F,
multiple choice, etc.)
Objective #1
Objective #2
Objective #3
Chapter 27 though
Chapter 32
Quizzes and Tests
Multiple Choice,
Matching,
Essay.
Document Based
Questions e choice,
Depth of Knowledge
Level
Adaptations and/or
accommodations
Advanced
Adaptions and
accommodations
will be made based
on the individual
needs of the
student.
Novice
Intermediate
Advanced
Adaptions and
accommodations
will be made based
on the individual
needs of the
student.
etc.)
Guided Readings
Objective #1
Objective #2
Objective #3
Identifying terms
T/F, Multiple
Choice, Matching,
Essay.
Document Based
Timeline Activities Questions.
Differentiated
Instruction
activities
Primary Resource
activities
Visuals
Classroom Projects
Other assignments
deemed necessary.