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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.