Download 10th WH Curriculum final draft 5-5-2011 with

Modern World History
Social Studies Curriculum
Francis Howell School District
Board Approved: May 5, 2011
FHSD Academics JT
Modern World History
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May 5, 2011
Francis Howell School District
Mission Statement
Francis Howell School District is a learning community where all students reach their full potential.
Vision Statement
Francis Howell School District is an educational leader that builds excellence through a collaborative culture that values students, parents, employees, and
the community as partners in learning.
Values
Francis Howell School District is committed to:
 Providing a consistent and comprehensive education that fosters high levels of academic achievement for all
 Operating safe and well-maintained schools
 Promoting parent, community, student, and business involvement in support of the school district
 Ensuring fiscal responsibility
 Developing character and leadership
Francis Howell School District Graduate Goals
Upon completion of their academic study in the Francis Howell School District, students will be able to:
1. Gather, analyze and apply information and ideas.
2. Communicate effectively within and beyond the classroom.
3. Recognize and solve problems.
4. Make decisions and act as responsible members of society.
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Philosophy
Francis Howell School District believes an effective social studies program is the foundation for responsible citizenship and prepares our students to be
productive citizens in a global democratic society. We believe a social studies program needs to develop in students a deep understanding of how to know,
how to apply what they know, and how to participate in building a future. We believe that social studies is a relevant and dynamic discipline. The Francis
Howell School District agrees with the Board of Directors of the National Council for the Social Studies, the primary membership organization for social
studies educators, following definition:
“Social Studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school
program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, economics,
geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the
humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability
to make informed decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.”
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Civics: To develop responsible citizens who possess commitment to the values and principles that is necessary to the preservation and
improvement of American constitutional democracy.
Government: To provide students with an understanding of the development, purpose and operations of political systems in order for them to
make informed decisions and rational judgments as a member of their community and as a citizen in a global society.
History: To develop an ability to explain patterns of historical succession and change to form a better understanding of current events and the
future of our global society. An understanding of United States’ past develops an appreciation of our nation’s heritage and builds an enduring
legacy for posterity.
Geography: To develop the ability to utilize, analyze and explain information about human and physical features of places and regions. Students
need to possess knowledge of how humans and physical environments interact.
Economics: To develop an understanding and application of the principles and concepts of economics in order to be prepared to make wise
personal decisions and to take part in our global economies.
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10th Grade Modern World History Course Rationale
Students understand the present more thoroughly when they understand the roots of today’s world in light of their knowledge of the past. World History
explores the development of civilizations over time and the relationships between the past and events taking place today. Focusing on significant social,
economic, and political movements of the past and their relationship to the world today, World History provides an overview of major ideals, attitudes,
values, beliefs, and expectations that characterize areas and eras of the world throughout history.
10th Grade Modern World History Course Description
This course will explore the heritage of the Renaissance in Europe, the rise and fall of monarchies and the ensuing political and industrial revolutions.
Students will also investigate imperialism, the world wars of the twentieth century, and the sociopolitical realities of the modern world. Students will
analyze the interaction and mutual influence occurring between civilizations as well as the technological and intellectual developments that have had a
major impact on world civilizations.
10th Grade Modern World History Board Approved Textbook
Title:
Publisher:
ISBN:
Replacement Cost:
“World History: The Modern Era”
Prentice Hall, copyright 2011
978-0-13-372394-6
$90.00 (2012, subject to change)
Curriculum Writing Committee (2010-2011)
Teachers:
Francine Davis
Stacey Dennigmann
Terri Sheldon
Social Studies Content Leader
Jennifer Tillman
Director of Student Learning
Dr. Travis Bracht
Chief Academic Officer
Mary Hendricks-Harris
Superintendent
Dr. Pam Sloan
FHSD Academics JT
Francis Howell North High School
Francis Howell Central High School
Francis Howell High School
Modern World History
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10th Grade Modern World History Unit Course Level Expectations Coding
The Social Studies Course Level Expectations (CLE) are divided into seven strands and each generally applies to a different element of the social sciences
such as history, geography, or government.

SS1. Knowledge of the principles expressed in documents shaping constitutional democracy

SS2. Knowledge of principles and processes of governance systems

SS3a. Knowledge of continuity and change in the history of Missouri and the United States

SS3b. Knowledge of continuity and change in the history of the world

SS4. Knowledge of economic concepts and principles

SS5. Knowledge of major elements of geographical study and analysis

SS6. Knowledge of relationships of the individual and groups to institutions and cultural traditions

SS7. Knowledge of the use of tools of social science inquiry
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10th Grade Modern World History Curriculum Pacing Guide
FIRST SEMESTER
Unit
Estimated Time
Unit 1: Emergence of a Global Age
15 days
Unit 2: Exploration and Isolation
19 days
Unit 3: Absolutism, Scientific Revolution & Enlightenment
15 days
Unit 4: The Age of Revolutions
19 days
10th Grade Modern World History Curriculum Course Map
SECOND SEMESTER
Unit
FHSD Academics JT
Estimated Time
Unit 5: The Industrial Revolution and Its Effects
5 days
Unit 6: Nationalism and Imperialism
20 days
Unit 7: World War I and the Russian Revolution
13 days
Unit 8: World War II and Rebuilding of Japan
10 days
Unit 9: Exploration of Current Regional Themes
29 days
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Content Area: Social Studies
Course: Modern World History
Unit 1: Emergence of a Global Age
Enduring Understandings:
 Economic and political systems are structured to meet the needs and wants of different societies.
 Regional and global trade networks impact world populations.
 Changes in a society can often be traced to a specific significant event, or turning point.
 Religion can be a guiding force for political change or conquest.
 Belief systems can both unite and divide people.
 Individuals can influence world events.
Concepts:
 Similarities and differences of governmental systems (2B)
 Knowledge of contributions and interactions of major world civilizations (3bG)
 Influence of the Renaissance and Reformation (3bH)
 Ideas and beliefs of different cultures (6K)
 Major social institutions (6M)
 Causes, effects and resolutions of cultural conflict (6O)
Students Should Know
Comparisons and contrasts of central religious and ethical principles of
monotheist religions of Judaism, Christianity, and Islam
Social and political establishment weakened by the Crusades and 100 Years
War
Causes and effects of the Black Death
Commercial prosperity influences the development of the Italian city-states
and leads to the Renaissance
Questioning authority leads to struggles within the Catholic Church
Religious disputes lead to wars and more secular control of society
Comparisons and contrasts of central religious and ethical principles of
Hinduism and Buddhism
Rise and decline of the Ottoman and Moghul Empires
Key contributors: Abraham, Jesus, Mohammad, Buddha, Medicis, papacy,
Leonardo da Vinci, Michelangelo, Dante Alighieri, Machiavelli, Johannes
(Jan) Gutenberg, Erasmus, Thomas More, William Shakespeare, John
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Students Should Be Able to
Compare and contrast governmental systems, current and historical,
including those that are monarchic, oligarchic, and theocratic, and describe
their impact (2B1/DOK2/1.9)
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 (3bG1/DOK 4/1.9)
Analyze the following developments related to the Renaissance and
Reformation including: new ways of thinking, humanism, new developments
in arts and their impact on later developments (3bH1/DOK4/1.6,1.9)
Compare and contrast the major ideas and beliefs of different cultures
(6K1/DOK 1/1.9)
Describe the major social institutions (family, education, religion, economy
and government) and how they fulfill human needs (6M1/DOK 2/1.9, 1.10)
Determine the causes, consequences and possible resolutions of cultural
conflicts (6O1/DOK 3/3.6)
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Wyclif, Jan Hus, Martin Luther, John Calvin, John Knox, the Anabaptists,
Ignatius Loyola, Henry VIII, Elizabeth I, Suleiman, Babur, Akbar
Instructional Support
Renaissance
papacy
humanism
perspective
Reformation
prophet
Vedas
Classical
Student Essential Vocabulary
Black Death
patron
empire
Bible
printing press
literacy
monotheistic
Qu’ran (Koran)
city-states
polytheistic
Torah
Moghul
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
Teacher Resources
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
Enrichment:
Students choose a biography of a Renaissance figure of their choice and
write a report.
Enrichment: :
Intervention: www.classzone.com.
Students can read “A World Lit Only by Fire” or “Guns, Germs, and Steel”
Intervention: www.classzone.com
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21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SA
Non Fiction Reading & Writing
Enrichment Opportunity
SLA
Intervention Opportunity
Gender, Ethnic, & Disability Equity
Sample Learning Activities
Learning Activity #1 : People of the Renaissance
SLA, SA
SLA, SA
Sample Assessments
Assessment #1: Most Influential Renaissance Figure-Constructed
Response Writing
Topic: Renaissance
Objective: The students will be able to describe important characteristics of a
Renaissance figure.
Activity Summary: Students will create poems using biographical data from
student handout (History Alive). Students will take notes on biographical
data presented to the class by students to be used later.
Description: Handouts are in the appendix.
 “Directions for Writing a Biographical Poem”
 History Alive-“Identifying Renaissance Figures”
Question Prompt / Description:
After listening to student presentations; students will write a coherent
paragraph to explain their choice of the most influential Renaissance
figure.
Teacher will assess:
 Minimum of 3 accurate facts pertaining to the chosen Renaissance
figure were provided
 Justification was given for their choice of this person
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
2 - Basic = Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
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that may include information that is essentially correct and
passage-based, but the information is too general or too
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
Activity’s Alignment
3bH1
SS3b World History
1.4
organize information using tools
1.8
organize data and ideas
1.10
apply information, ideas and skills
2.4
present perceptions and ideas
2
Summarize and note taking
Questions, cues, and advanced organizers
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
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Assessment’s Alignment
3bH1
SS3b World History
CA4 Formal Writing
1.7
evaluate information
3
75%
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
Enrichment Opportunity
SLA
Intervention Opportunity
Gender, Ethnic, & Disability Equity
Sample Learning Activities
Learning Activity #2: World Religion Organizer
SLA, SA
SLA, SA
Sample Assessments
Assessment #2: Comparison of Two World Religions-Constructed
Response
Topic: Monotheistic World Religions
Objective: The students will be able to create an organizer comparing
monotheistic religions.
Question Prompt / Description:
Compare and contrast two monotheistic religions from the organizer. One
paragraph must contain three similarities and the second paragraph must
contain three differences between religions.
Activity Summary: Students will utilize class notes and readings to create
an organizer. Students will use two different color highlighters in order to
highlight similarities in one color and differences in another color between
two religions of their choice.
Teacher will assess:
 Accuracy of 3 similarities and 3 differences
Description: A sample chart is in appendix.
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
2 - Basic = Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
passage-based, but the information is too general or too
simplistic.
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1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
Activity’s Alignment
6K1
SS6
Relationships
1.4
organize information using tools
1.6
discover/evaluate relationships
1.8
organize data and ideas
1.10
apply information, ideas and skills
2
Identifying similarities and differences
Summarizing and Note taking
Questions, cues and advanced organizers
Assessment’s Alignment
CLE
6K1
CONTENT
SS6
CA4
1.7
1.8
1.10
2
75%
PROCESS
DOK
LEVEL OF
EXPECTATION
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Relationships
Reading and Writing Nonfiction
evaluate information
organize data and ideas
apply information, ideas and skills
May 5, 2011
Content Area: Social Studies
Course: Modern World History
Unit 2: Exploration and Isolation
Enduring Understandings:
 Changes in a society can often be traced to a specific turning point.
 Cultural diffusion and physical geography affect history.
 Economic and political systems are structured to meet the needs and wants of different societies.
 Regional and global trade networks impact world populations.
Concepts:
 Knowledge of contributions and interactions of major world civilizations (3bG)
 Causes and effects of European overseas expansion (3bI)
 Causes and consequences of major demographic changes (3bO)
 Knowledge of major economic institutions (4J)
 Ideas and beliefs of different cultures (6K)
 Knowledge of major social institutions (6M)
 Causes, effects and resolutions of cultural conflict (6O)
Students Should Know
Great Ming naval expeditions and expansion of trade across the Indian
Ocean (Zheng He)
European knowledge of the world greatly expanded through improved
navigation and technology
Understanding European motivations for exploring the seas
 the search for spices, then gold and silver
 God, Gold and Glory
Interactions among Africans, Americans, and Europeans in the Western
hemisphere lead to
 Portuguese exploration; outposts in Africa
 Spain in the Americas; conquistadores; missions
 Atlantic slave trade, “middle passage”
 Demands for slave labor in the Americas; sugar
 Columbian Exchange: plants, animals, technology, disease
o Commercial Revolution, early capitalism, mercantilism
o Rising internal production in agriculture and commerce in
Europe
FHSD Academics JT
Students Should Be Able to
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 (3bG1/DOK 4/1.9)
Assess the impact of the First Global Age, including the Columbian
Exchange; the origins and consequences of European overseas expansion;
the effect of European arms and 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 (3bI1/DOK 4/1.9, 1.6)
Outline major demographic changes and migrations from prehistoric times to
the present, including: their causes and consequences (e.g. rural to urban,
less developed to more developed) (3bO1/DOK 2/1.8, 1.6
Describe the evolution of diverse economic theories and practices, including:
manorialism, mercantilism, laissez-faire capitalism and socialism. Describe
the social and political effects these have had on various societies
(3bL1/DOK 3/1.6, 1.9)
Explain the roles of trade, treaties, international organizations and
comparative advantage in the global economy (4J1/DOK 2/1.6, 1.10)
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Arrival of Europeans and effects on China
 Chinese turn inward; restrictions of expeditions, trade, and
merchants
 Chinese culture: role of women, Chinese arts, foot-binding, kowtow
 Traditional Chinese civilization under challenge; European
influences
Arrival of Europeans and effects on Japan
 After feudal disorder, Japan reunified under Tokugawa Shogunate
 Hostility to Western influences; Japanese Christians persecuted
 Trade and travel cut; ban on seagoing vessels; Nagasaki open to
Dutch
 Continued development of Japanese art and literature; kabuki and
Noh theatre, haiku
Compare and contrast the major ideas and beliefs of different cultures
(6K1/DOK 1/1.9)
Describe the major social institutions (family, education, religion, economy
and government) and how they fulfill human needs (6M1/DOK 2/1.9, 1.10)
Determine the causes, consequences and possible resolutions of cultural
conflicts
(6O1/DOK 3/3.6)
Dutch East India Company
Role of women in China
Flourishing of Chinese arts
Geography and technology of the global explorers
Expulsion of Jews and Muslims from Spain
Key contributors: Prince Henry, Bartolomeu Dias, Vasco da Gama, Isabella
of Spain, Christopher Columbus, Hernando Cortez, Montezuma II, Francisco
Pizarro, Atahualpa, Bartholomeo de las Casas, Zheng He, Kangxi, Oda
Nobunaga, Toyotomi Hideyoshi, Tokugawa Ieyasu, Matsuo Basho
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Instructional Support
astrolabe
mestizo
favorable balance of
trade
Manchus
daimyo
seppuku
Treaty of Tordesillas
Atlantic slave trade
joint stock company
Qing dynasty
samurai
closed country policy
Student Essential Vocabulary
conquistadors
encomienda
triangular trade
middle passage
cultural diffusion
Columbian Exchange
foot-binding
Tokugawa shogunate
Cultural diffusion
Middle Kingdom
figurehead
peninsulares
capitalism
Dutch East India
Company
kowtow
haiku
creole
mercantilism
Ming dynasty
shogun
kabuki
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
 East Asia, A New History, Rhodes Murphy
 China, Cambridge Illustrated History, Patricia Ebrey
 Clash, Walter LaFeber
Videos:
 Guns, Germs, and Steel
 “Disease,” “Trade,” “Sugar” from Modern World History: Patterns of
Interaction, McDougal Littell, 2003
 Shogun
Enrichment: :
 Art in China, Craig Clunas
 China’s Cultural Heritage, The Qing Dynasty, 1644-1912, Richard
Smith
Teacher Resources
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
 Historical Thinking and Other Unnatural Acts, Sam Wineburg
 East Asia, A New History, Rhodes Murphy
 China, Cambridge Illustrated History, Patricia Ebrey
 Clash, Walter LaFeber
Videos:
 Guns, Germs, and Steel
 “Disease,” “Trade,” “Sugar” from Modern World History: Patterns of
Interaction, McDougal Littell, 2003
 Shogun
Enrichment: :
 Art in China, Craig Clunas
 China’s Cultural Heritage, The Qing Dynasty, 1644-1912, Richard
Smith
Intervention:
Intervention:
FHSD Academics JT
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21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SLA, SA
Non Fiction Reading & Writing
Enrichment Opportunity
SLA, SA
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA, SA
SLA, SA
Sample Learning Activities
Learning Activity #1 : Chinese Belief Poster
Sample Assessments
Assessment #1: Essay Comparing Buddhism, Daoism, or Confucianism
Topic: Chinese Belief Systems
Question Prompt / Description:
Compare and contrast two religions from your chart by describing one
difference and one similarity between two of the belief systems on the
chart you created. Conclude by evaluating which belief system would
more likely lead to a more peaceful society.
Objective: Students will create posters that accurately reflect one of three
East Asian belief systems.
Activity Summary: Students work in groups to create character collages
that provide a clear understanding of the basic ideas and values of the
character and belief system.
Description: Handouts are in the appendix.
 “Guidelines for Creating Character Collages”
 Background information on Buddhism, Confucianism, and Daoism
 Example of a Character Collage (Martin Luther King, Jr.)
 Yin Yang Symbol
 Chart for Comparing the Three Beliefs
Teacher will assess:
 Accuracy of content
 Point of view is clearly explained
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
2 - Basic = Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
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passage-based, but the information is too general or too
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
Activity’s Alignment
6K1
SS6
Relationships
CA3 Nonfiction reading and writing
1.2
conduct research
1.4
organize information using tools
1.6
discover/evaluate relationships
1.8
organize data and ideas
2.1
plan and make presentations
2.3
exchange ideas & take others' perspectives
4.6
identify cooperative tasks
3
Summarizing and note taking
Nonlinguistic representation
Assessment’s Alignment
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
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6K1
SS6
CA3
CA4
1.4
2.4
3
75%
Relationships
Nonfiction reading and writing
Formal Writing
organize information using tools
present perceptions and ideas
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SLA, SA
Non Fiction Reading & Writing
Enrichment Opportunity
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SA
SLA, SA
Sample Learning Activities
Learning Activity #2: Silk Road
Sample Assessments
Assessment #2: Cultural Diffusion Essay
Topic: Trade and interaction between Asia and Europe
Question Prompt / Description:
In a coherent paragraph of complete sentences, describe two examples of
goods or ideas that have migrated to the United States. Then evaluate
whether cultural diffusion is a positive or negative force. Provide reasons for
your judgment.
Objective: Students will understand the role of trade and cultural diffusion
between cultures on the Silk Road.
Activity Summary: Students will answer questions using information
supplied on a map of the Silk Road.
Description: Handouts are in the appendix.
 “Spread of Goods on the Silk Road”
Teacher will assess:
 Accuracy of content
 Point of view is clearly explained
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
2 - Basic = Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
passage-based, but the information is too general or too
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simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
CLE
CONTENT
PROCESS
Activity’s Alignment
4J1, 7F1
SS4 Economic Concepts and Principles
SS7 Social Science Tools
1.10
apply information, ideas and skills
DOK
2
INSTRUCTIONAL Questions, cues, and advanced organizers.
STRATEGIES
FHSD Academics JT
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 19
Assessment’s Alignment
4J1, 7G1
SS4
Economic Concepts and Principles
SS7
Social Science Tools
CA4 Formal Writing
1.7
evaluate information
1.9
compare past & present societies
3
80%
May 5, 2011
Content Area: Social Studies
Course: Modern World History
Unit 3: Absolutism, Scientific Revolution & Enlightenment
Enduring Understandings:
 Monarchs believed their power to rule came from belief divine right.
 Belief systems can both unite and divide people.
 New technologies can change people, places and regions.
 There is a connection between the thinking Scientific Revolution and the Enlightenment.
 Enlightenment theories challenged the belief of Divine Right and Absolutism
 Changes in a society can often be traced to a specific significant event, or turning point.
 Individuals can influence world events.
Concepts:
 Similarities and differences of governmental systems (2B)
 Impact of Scientific Revolution (3bJ)
 Effect of the Enlightenment on major revolutions (3bK)
 Ideas and beliefs of different cultures (6K)
 Changing of roles of various groups (6L)
 Major social institutions (6M)
 Consequences of individual or institutional failure (6N)
 Causes, effects and resolutions of cultural conflict (6O)
Students Should Know
The discoveries of the Scientific Revolution, especially the “scientific
method”, impacted every aspect of European society
An absolute monarch is an unlimited form of government in which the king
or queen has unlimited power and authority, often backed by the concept of
divine right
Absolute monarchs abused their power at the expense of the people, which
led Enlightenment thinkers to question their right to rule.
The English Civil War led to the execution of Charles I and changed the
political system in England
Students Should Be Able to
Apply the following in the context of the historical period being studied:
1. democracy
2. republic
3. changing role of government
4. representation (1A1b/DOK 3/3.5, 1.10)
Explain the relevance and the connection of constitutional principles in the
following documents:
1. Magna Carta
2. Enlightenment writings of Hobbes, Locke, Rousseau, Montesquieu
and the Social Contract Theory (1B1/DOK 3/1.5, 1.6, 1.10, 3.5)
The Glorious Revolution restored the monarch to the throne of England
Enlightenment thinkers, encouraged by the discoveries of the Scientific
Revolution, proposed new ideas for government.
FHSD Academics JT
Analyze the Scientific Revolution in the context of what it was, its
antecedents and its impact on Europe and the world (3bJ1/DOK 4/1.6, 1.9)
Modern World History
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May 5, 2011
Effects of the Enlightenment: new faiths in science, laws of nature, reason,
harmony, and progress
Evaluate the Enlightenment, including its principle ideas, its antecedents, its
challenge to absolutist monarchies and others and its effects on world history
(3bK1a/DOK 3/1.6, 1.9)
Ideas of the Enlightenment were spread through the salons
Key contributors: Nicolaus Copernicus, Galileo Galilei, Francis Bacon,
Rene Descartes, Isaac Newton, Andreas Vesalius, Charles I, Oliver
Cromwell, William and Mary, Thomas Hobbes, John Locke, Voltaire,
Montesquieu, Rousseau, Denis Diderot, Mary Wollstonecraft, Cesare
Beccaria, Adam Smith, Peter the Great, Catherine the Great, Frederick the
Great
Describe the major social institutions (family, education, religion, economy
and government) and how they fulfill human needs (6M1/DOK 2/1.9, 1.10)
Determine the causes, consequences and possible resolutions of cultural
conflicts (6O1/DOK 3/3.6)
Instructional Support
heliocentric theory
Restoration
Enlightened despot
earth-centered theory
constitutional monarchy
philosophes
Student Essential Vocabulary
recant
law of the pendulum
Habeas Corpus
English Bill of Rights
Cultural diffusion
parliament
social contract
treason
separation of powers
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
Teacher Resources
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
Enrichment:
Enrichment: :
Intervention: www.classzone.com
FHSD Academics JT
Intervention:
Modern World History
Page 21
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SLA, SA
Non Fiction Reading & Writing
Enrichment Opportunity
SLA, SA
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA, SA
SLA
Sample Learning Activities
.Learning Activity #1 : Absolutism and Democracy Document Based
Question Activity
Sample Assessments
Assessment #1: DBQ: Absolutism and Democracy Document Based
Question Essay
Topic: Enlightenment
Question Prompt / Description: What form of government was most
effective—democracy or absolutism- for the seventeenth century?
Support your position with relevant facts.
Objective: Students will analyze primary source documents
Activity Summary: Students will read several passages from the time period
and answer guided questions for each document.
Description: Handouts are in the appendix.
 DBQ 11: Absolutism and Democracy
Teacher will assess:
 Relevance and the connection of constitutional principles in the
Enlightenment writings of Hobbes, Locke, Rousseau, and
Montesquieu.
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
2 - Basic = Response shows a partial understanding of the
FHSD Academics JT
Modern World History
Page 22
May 5, 2011
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
passage-based, but the information is too general or too
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
Assessment’s Alignment
CLE
CONTENT
Activity’s Alignment
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
1B1
SS1
Principles of Democracy
CA3 Reading Fiction and Nonfiction
1.5
comprehend/evaluate resources
1.7
evaluate information
3.4
evaluate problem-solving processes
3.5
reason logically (inductive/deductive)
2 and 3
Summarizing and note taking
Questions, cues and advanced organizers
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 23
1B1
SS1
CA3
1.5
1.7
1.8
3.5
3.7
3
75%.
Principles of Democracy
Reading Fiction and Nonfiction
comprehend/evaluate resources
evaluate information
organize data and ideas
reason logically (inductive/deductive)
evaluate strategies
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SA
Non Fiction Reading & Writing
Enrichment Opportunity
SLA, SA
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA, SA
SLA
Sample Learning Activities
Learning Activity #2: Scientific Breakthroughs of the Scientific
Revolution
Sample Assessments
Assessment #2: Most Important Scientific Breakthrough-Constructed
Response
Topic: Scientific Revolution
Question Prompt / Description:
Which scientific breakthrough was the most important? Why?
Completely explain your answer using information from activity #1 and
what you know today.
Objective: Students will understand how the discoveries of the Scientific
Revolution impacted every aspect of European life.
Activity Summary: Students will complete a “Breakthrough” chart using
two other handouts in addition to information given in class and the textbook.
Description: Handouts are in the appendix.
 “Scientific Breakthroughs of the Scientific Revolution”
 Student Guide to Scientists
 Information Cards
Teacher will assess:
 Analyze the Scientific Revolution
o in the context of what it was
o its antecedents
o its impact on Europe and the world
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
2 - Basic = Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
FHSD Academics JT
Modern World History
Page 24
May 5, 2011
that may include information that is essentially correct and
passage-based, but the information is too general or too
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
Activity’s Alignment
3bJ1
SS3b World History
1.1
develop research questions/ideas
1.4
organize information using tools
1.5
comprehend/evaluate resources
1.7
evaluate information
1.8
organize data and ideas
1.9
compare past & present societies
1.10
apply information, ideas and skills
3.5
reason logically (inductive/deductive)
DOK
2
INSTRUCTIONAL Identifying similarities and differences
STRATEGIES
Summarizing and note taking
Questions, cues, and advanced organizers
CLE
CONTENT
PROCESS
FHSD Academics JT
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 25
Assessment’s Alignment
3bJ1
SS3b World History
CA4 Formal Writing
1.5
comprehend/evaluate resources
1.6
discover/evaluate relationships
1.7
evaluate information
1.9
compare past & present societies
1.10
apply information, ideas and skills
3.5
reason logically (inductive/deductive)
3
80%
May 5, 2011
Content Area: Social Studies
Course: Modern World History
Unit 4: The Age of Revolutions
Enduring Understandings:
 Economic and political systems are structured to meet the needs and wants of different societies
 Changes in a society can often be traced to a specific significant event, or turning point.
 Life is a constant struggle between continuity and change.
 Individuals can influence world events.
Concepts:
 Similarities and differences of governmental systems (2B)
 Role of citizens in carrying out constitutional principles (1B)
 Effect of the Enlightenment on major revolutions (3bK)
 Major social institutions (6M)
Students Should Know
Revolution in France
 causes and outcomes
 Fall of the Bastille, Reign of Terror, and Thermidor
Students Should Be Able to
Compare and contrast governmental systems, current and historical,
including those that are monarchic, oligarchic, and theocratic, and describe
their impact (2B1/DOK2/1.9)
Lasting world-wide effects of revolutions – expectations of liberty and
equality
Napoleon’s Empire and Wars
 effects on North America
o Louisiana Purchase
 Congress of Vienna-1815-restoration of stability to Europe
Identify and explain the major revolutions of the 18th and 19th centuries,
including political revolutions (causes, development, reactions, and other
consequences, such as political, social, and economic globalization)
(3bK1b/DOK 3; 1.10, 1.6)
Haitian Revolution-causes and outcomes
Describe the major social institutions (family, education, religion, economy
and government) and how they fulfill human needs (6M1/DOK 2/1.9, 1.10)
Revolutions in Latin America
 causes and outcomes
Key contributors: Louis XVI, Marie Antoinette, Maximilian Robespierre,
Jean-Paul Marat, Napoleon Bonaparte, Tsar Alexander I, Klemens von
Metternich, Toussaint L’Ouverture, Simon Bolivar, Jose de San Martin,
FHSD Academics JT
Explain the relevance and the connection of constitutional principles in the
following documents: Enlightenment writings of Hobbes, Locke, Rosseau,
Montesquieu and the Social Contract Theory (1B1/DOK 3; 1.5, 1.6, 1.10,
3.5)
Predict the consequences that occur when: (1) institutions fail to meet the
needs of individuals and groups and (2) individuals fail to carry out their
personal responsibilities (6N1/DOK 4; 3.1)
Modern World History
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May 5, 2011
Miguel Hidalgo, Jose Morales

Consequences of institutional or individual failure (6N)
FHSD Academics JT
Modern World History
Page 27
May 5, 2011
Instructional Support
Old Regime
Declaration of the
Rights of Man
creoles
blockade
Congress of Vienna
exile
Estate
Legislative Assembly
coup d’etat
Continental System
balance of power
mestizos
Student Essential Vocabulary
Estates-General
National Assembly
emigrés
sans-culottes
plebiscite
guerilla
legitimacy
mulattos
scorched-earth policy
Holy Alliance
Tennis Court Oath
guillotine
Concordat
Waterloo
Concert of Europe
Great Fear
Committee of Public
Safety
Napoleonic Code
Hundred Days
peninsulares
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
Teacher Resources
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
Enrichment:
Enrichment: :
Intervention:
Intervention:
FHSD Academics JT
Modern World History
Page 28
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SLA, SA
Non Fiction Reading & Writing
Enrichment Opportunity
Intervention Opportunity
Gender, Ethnic, & Disability Equity
Sample Learning Activities
Learning Activity #1 : Causes of the French Revolution Document Based
Question/Primary Source Activity
SLA, SA
SLA, SA
Sample Assessments
Assessment #1: Causes of the French Revolution Document Based
Question (DBQ) Essay
Topic: Causes of the French Revolution
Objective: Students will be able to understand the causes of the French
Revolution by examining primary source documents.
Activity Summary:
Students will read eight documents pertaining to the
causes of the French Revolution. They will answer guided questions at the
end of each document.
Description: Handouts are in the appendix.
 Causes of the French Revolution DBQ
Question Prompt / Description: What were the three most important
causes of the French Revolution? Justify and explain your choices.
Teacher will assess:
 Students’ ability to
o write an appropriate explicitly stated thesis
o understand a majority of the documents
o support thesis with appropriate documents
o recognize point of view in documents
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
FHSD Academics JT
Modern World History
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May 5, 2011
2 - Basic = Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
passage-based, but the information is too general or too
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
Activity’s Alignment
3bK1b
SS3b World History
CA3 Nonfiction reading and writing
1.5
comprehend/evaluate resources
1.6
discover/evaluate relationships
1.7
evaluate information
3
Questions, cues, and advanced organizers
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 30
Assessment’s Alignment
3bK1b
SS3b
CA4
1.5
1.6
1.7
3.5
3
75%
World History
Formal Writing
comprehend/evaluate resources
discover/evaluate relationships
evaluate information
reason logically (inductive/deductive)
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SA
Non Fiction Reading & Writing
Enrichment Opportunity
Intervention Opportunity
Gender, Ethnic, & Disability Equity
Sample Learning Activities
Learning Activity #2: Crane Brinton’s Anatomy of a Revolution: The
Course that Revolutions Seem to Take
SLA, SA
Sample Assessments
Assessment #2: Compare and Contrast Essay
Question Prompt / Description: Compare and contrast one of the Latin
American revolutions with the French Revolution.
Topic: Latin American Revolutions
Objective: Students will examine commonalities and differences in
revolutions by using Crane Britton’s framework.
Activity Summary: After using Crane Britton’s Anatomy of a Revolution
framework for the French Revolution, students will research one of the Latin
American revolutions and complete the framework.
Description: Handouts are in the appendix.
 “Anatomy of a Revolution” by Crane Brinton
 Anatomy of Revolution graphic organizer
 “Crane Brinton on Revolution”
SLA, SA
Teacher will assess:
 Students’ ability to
o write an appropriate explicitly stated thesis
o provide evidence to support thesis
o include historically correct facts
o provide analysis of historical evidence
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
2 - Basic = Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
passage-based, but the information is too general or too
FHSD Academics JT
Modern World History
Page 31
May 5, 2011
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
Activity’s Alignment
3bK1b
SS3b World History
CA3 Nonfiction reading and writing
1.2
conduct research
1.4
organize information using tools
1.7
evaluate information
1.10
apply information, ideas and skills
3
questions, cues, and advanced organizers
identifying similarities and differences
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 32
Assessment’s Alignment
3bK1b
SS3b
CA4
1.7
1.8
1.10
3
80%
World History
Formal Writing
evaluate information
organize data and ideas
apply information, ideas and skills
May 5, 2011
Content Area: Social Studies
Course: Modern World History
Unit 5: The Industrial Revolution and Its Effects
Enduring Understandings:
 Economic and political systems are structured to meet the needs and wants of different societies.
 Physical and human geography affect people and places.
 Technological change affects people and places.
 Changes in a society can often be traced to a specific significant event, or turning point.
 Individuals can influence world events.
Concepts:
 Causes and consequences of economic theories and practices (3bL)
 Causes and consequences of major demographic changes (3bO)
 Effect of the Enlightenment on major revolutions (3bK)
 Knowledge of economic institutions (4J)
 Understanding the concept of place (5C)
 Changing roles of various groups (6L)
 Major social institutions (6M)
 Consequences of individual or institutional failure (6N)
Students Should Know
Preconditions in England and western Europe
 Agricultural Revolution
 Advancements in transportation
 Availability of natural resources
Students Should Be Able to
Describe the evolution of diverse economic theories and practices,
including: laissez-faire capitalism and socialism. Describe the political
and economic effects these have had on various societies. (3bL1/DOK 3;
1.6, 1.9)
Technological advances and inventors
Effects of the Industrial Revolution
 Changes in work and life
 Class changes; new upper middle class of industrialists, bankers,
merchants, new factory working masses
Outcomes of the Industrial Revolution
 The new factory city (example: Manchester)
 Resistance to industrialization; Luddites, Romanticism
 Ideologies, classes and social movements; liberalism, socialism,
Marxism, anti-Semitism
FHSD Academics JT
Identify and explain the major revolutions of the 18th and 19th centuries,
including political revolutions and the Industrial Revolution (causes,
development reactions and other consequences, such as social, political
and economic globalization (3bK1b/DOK3; 1.10, 1.6)
Outline major demographic changes and migrations from prehistoric
times to the present, including: their causes and consequences (e.g. rural
to urban, less developed to more developed) (3bO1/DOK 2; 1.8, 1.6)
Describe physical characteristics and human characteristics that make
specific places unique (5C1a/DOK 2; 1.10)
Explain how and why places change (5C2b/DOK2; 1.6)
Analyze how the roles of class, ethnic, racial, gender and age groups
Modern World History
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May 5, 2011
 Europe-wide revolutions of 1848; classes, ideologies in conflict
Key contributors: James Watt, Adam Smith, Thomas Malthus, David
Ricardo, Samuel Smiles, Jeremy Bentham, John Stuart Mills, Robert Owen,
Charles Fourier, Karl Marx, Frederick Engels, Emile Zola, Charles Darwin,
Sigmund Freud
have changed in society, including causes and effects. (6L1/DOK 3; 1.6)
Describe the major social institutions (family, education, religion,
economy and government) and how they fulfill human needs
(6M1/DOK 2/1.9, 1.10)
Predict the consequences that can occur when: (1) institutions fail to
meet the needs of individuals and groups and (2) individuals fail to carry
out their personal responsibilities (6N1/DOK 4; 3.1)
Instructional Support
Industrial Revolution
enclosure
industrialization
factory
entrepreneur
urbanization
Student Essential Vocabulary
corporation
socialism
laissez-faire
communism
capitalism
union
collective bargaining
strike
middle class
factors of production
utilitarianism
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
Teacher Resources
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
Enrichment:
Enrichment: :
Intervention:
Intervention:
FHSD Academics JT
Modern World History
Page 34
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SLA, SA
Non Fiction Reading & Writing
Enrichment Opportunity
Intervention Opportunity
SA
Gender, Ethnic, & Disability Equity
SA
SLA
Sample Learning Activities
Learning Activity #1 : Urban Game
Sample Assessments
Assessment #1: Create an Industrialized City for a Developing Country
Topic: Urbanization as a result of industrialization
Question Prompt / Description: You are an urban planner. A
developing country has hired you to create a modern industrialized city.
Using the knowledge you gained from the industrial revolution game,
create a city that corrects the mistakes of the early industrial cities.
Objective: Students will understand the effects of industrialization on
communities.
Activity Summary: Activity consists of twenty rounds in which a small
village is transformed into an urban center due to industrialization.
Description: Handouts are in the appendix.
 The Urban Game-Instructions
Teacher will assess:
 Student rationale for choices made during the game.
 Student ability to correct mistakes made during urban development.
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
2 - Basic = Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
FHSD Academics JT
Modern World History
Page 35
May 5, 2011
that may include information that is essentially correct and
passage-based, but the information is too general or too
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
Enrichment: Students must already create a 2-D drawing of the city. In
order to offer an enrichment opportunity, students may create a 3-D layout of
the city.
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
Activity’s Alignment
3bO1, 5C1a, 5C2b
SS3b World History
SS5
Geographical Study and Analysis
1.6
discover/evaluate relationships
1.10
apply information, ideas and skills
2
Nonlinguistic Representations
Questions, Cues, and Advanced Organizers
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 36
Assessment’s Alignment
3bO1, 5C1a, 5C2b
SS3b World History
SS5
Geographical Study and Analysis
1.6
discover/evaluate relationships
1.9
compare past & present societies
1.10
apply information, ideas and skills
2.3
exchange ideas & take others' perspectives
2.4
present perceptions and ideas
3.1
identify and define problems
3.5
reason logically (inductive/deductive)
3.8
assess consequences
3
75%
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SLA, SA
Non Fiction Reading & Writing
Enrichment Opportunity
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA, SA
Sample Learning Activities
Learning Activity #2: The Effects of the Industrial Revolution Document
Based Question Activity
Sample Assessments
Assessment #2: Evaluate the Positive and Negative Effects of the
Industrial Revolution Document Based Question Essay
Topic: Industrial Revolution
Question Prompt / Description: Evaluate the positive and negative effects
of the Industrial Revolution using the primary source documents.
Objective: Identify and explain the major revolutions of the 18th and 19th
centuries, including political revolutions and the Industrial Revolution.
Activity Summary: Students will read eight documents pertaining to the
effects of the Industrial Revolution and answer guided questions after each
document.
Description: Handouts are in the appendix.
 DBQ 13: The Industrial Revolution: Effects
Teacher will assess:
 Students’ ability to
o write an appropriate explicitly stated thesis
o understand a majority of the documents
o support thesis with appropriate documents
o recognize point of view in documents
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
2 - Basic = Response shows a partial understanding of the
FHSD Academics JT
Modern World History
Page 37
May 5, 2011
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
passage-based, but the information is too general or too
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
Activity’s Alignment
3bK1b
SS3b World History
CA3 Reading Fiction and Nonfiction
1.5
comprehend/evaluate resources
1.7
evaluate information
3.4
evaluate problem-solving processes
3.5
reason logically (inductive/deductive)
3
Summarizing and note taking
Questions, cues and advanced organizers
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 38
Assessment’s Alignment
3bK1b
SS3b World History
CA4 Formal Writing
1.5
comprehend/evaluate resources
1.7
evaluate information
1.8
organize data and ideas
3.5
reason logically (inductive/deductive)
3.7
evaluate strategies
3
80%.
May 5, 2011
Content Area: Social Studies
Course: Modern World History
Unit 6: Nationalism and Imperialism
Enduring Understandings:
 Belief systems can both unite and divide people.
 Individuals can influence world events.
 Changes in a society can often be traced to a specific significant event, or turning point.
 Economic and political systems are structured to meet the needs and wants of different societies.
Concepts:
 Similarities and differences of governmental systems (2B)
 Knowledge of contributions and interactions of major world civilizations (3bG)
 Causes and effects of European overseas expansion (3bI)
 Causes, reactions, and consequences of European and Japanese imperialism (3bN)
 Ideas and beliefs of different cultures (6K)
 Major social institutions (6M)
 Causes, effects and resolutions of cultural conflict (6O)
Students Should Know
Effects of Nationalism and the demand for reform
 Unification of Italy
 Unification of Germany
Reasons for imperialism
 Economic interests
o Resources
o Markets
o Investment
o cheap labor
 Social/humanitarian
o Ideological
 Assimilation
 Paternalism
 Racism
 Social Darwinism
o Religious
 Political
FHSD Academics JT
Students Should Be Able to
Compare and contrast governmental systems, current and historical,
including those that are monarchic, oligarchic, and theocratic, and describe
their impact (2B1/DOK2/1.9)
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 (3bG1/DOK 4/1.9)
Assess the impact of the First Global Age, including the Columbian
Exchange; the origins and consequences of European overseas expansion;
the effect of European arms and 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 (3bI1/DOK 4/1.9, 1.6)
Evaluate European and Japanese imperialism of the late 19th and 20th
century and the independence movements in Africa and Asia: causes,
reactions, short- and long-term consequences (3bN1/DOK 4/1.9, 1.6, 3.8)
Compare and contrast the major ideas and beliefs of different cultures
Modern World History
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May 5, 2011

o Competition between countries for power/prestige
o Rise of military
o Nationalism
Exploratory
o Progress in science, medicine, technology
(6K1/DOK 1/1.9)
Describe the major social institutions (family, education, religion, economy
and government) and how they fulfill human needs (6M1/DOK 2/1.9, 1.10)
Determine the causes, consequences and possible resolutions of cultural
conflicts (6O1/DOK 3/3.6)
Independence movement in Ireland
Effects of Imperialism on Specific Regions
 European colonialism and rivalries in Africa, Asia, the Middle East
 “Opening” of Japan to the West
 Meiji era moves from feudalism to industrialism
o New Japanese political and social system based on Western
models
o Russo-Japanese War; first non-European victory over a
European power
o Japanese emperor as the nation’s integrating figure
 Defeat and humiliation of China in the Opium War
 Taiping Rebellion: anti-Manchu, anti-foreign
 Defeat and discredit in Sino-Japanese War, 1894-95
 Boxer Rebellion: anti-Christian, anti-foreign
 Nationalist revolution ends the Manchu dynasty in 1911; Sun Yatsen fails to unify China
 Sepoy Rebellion results in direct British control of India
 British-educated Indian leaders form the nationalist movement
 French in West Africa battle a 20-year resistance
 Zulu wars against the British in South Africa
 Ethiopians defeat Italian invaders in 1896 and remain independent
Key contributors: Camillo di Cavour, Giuseppe Garibaldi, Victor Emmanuel,
Otto von Bismarck, Kaiser Wilhelm I, Shaka, Menelek II, Ram Mohun Roy,
Hong Xiuquan, Dowager Empress Cixi, Sun Yat-sen, Commodore Matthew
Perry, Meiji Emperor Mutsuhito
FHSD Academics JT
Modern World History
Page 40
May 5, 2011
Instructional Support
nationalism
Berlin Conference
sepoy
sphere of influence
red shirts
Boers
Sepoy Rebellion
Open Door Policy
Student Essential Vocabulary
realpolitik
imperialism
Boer War
Great Trek
“jewel in the crown”
Opium War
Boxer Rebellion
Meiji era
racism
paternalism
extraterritorial rights
Russo-Japanese War
Social Darwinism
assimilation
Taiping Rebellion
annexation
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
Teacher Resources
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
 The Search for Modern China, Jonathan Spence
 East Asia, A New History, Rhodes Murphy
 Japan,, A Reinterpretation, Patrick Smith
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
 Historical Thinking and Other Unnatural Acts, Sam Wineburg
 The Search for Modern China, Jonathan Spence
 East Asia, A New History, Rhodes Murphy
 Japan,, A Reinterpretation, Patrick Smith
 www.docsteach.org – Primary sources from the National Archives
Videos:
 South Asia in Transition
 East Asia in Transition
 Born Under the Red Flag
Enrichment:
The Good Earth, Pearl Buck
Anthology of Japanese Literature, ed. Donald Keene
Intervention:
Understanding Africa, Richard Fredland
Videos:
 South Asia in Transition
 East Asia in Transition
 Born Under the Red Flag
Enrichment:
The Good Earth, Pearl Buck
Anthology of Japanese Literature, ed. Donald Keene
Intervention:
Understanding Africa, Richard Fredland
FHSD Academics JT
Modern World History
Page 41
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SLA, SA
Non Fiction Reading & Writing
Enrichment Opportunity
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA, SA
SLA, SA
Sample Learning Activities
Learning Activity #1 : The White Man’s Burden
Sample Assessments
Assessment #1: The White Man’s Burden
Topic: Imperialism
Question Prompt / Description:
Objective: Students will analyze a primary source from Britain’s imperial
period to detect evidence of racism.
1. Students will read C.E.D. Phelps’ The Burden of Profit after
analyzing Rudyard Kipling's The White Man's Burden.
Activity Summary: Students will analyze Rudyard Kipling's The White
Man's Burden in light of current and past perceptions.
2. Students will write a reaction to Rudyard Kipling's The White Man's
Burden from the Indian perspective that reflects an Indian perception
of one of these:
a. the British East India Company,
b. the Sepoy Rebellion,
c. the British methods of domination.
Description:
1. Students will read Kipling's The White Man's Burden and analyze it,
closely looking at the western perception of non-white cultures.
2. To the right of the poem, students will write explanations for 6 lines of
the poem. Students will explain either the meaning or what they believe
to be wrong with the idea expressed, based on their current societal
mores.
3. Handouts are in the appendix.
 “The White Man’s Burden”
FHSD Academics JT
Teacher will assess:
 accuracy of facts regarding the chosen topic
 student perception of racism and imperialism in the Kipling poem
Modern World History
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May 5, 2011
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
Activity’s Alignment
3bN1
SS3b World History
1.5 Comprehend/evaluate resources
1.7 Evaluate information
1.9 Compare past and present societies
3
Summarizing and note taking
2 - Basic = Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
passage-based, but the information is too general or too
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
FHSD Academics JT
Modern World History
Page 43
Assessment’s Alignment
3bN1
SS3b World History
1.5 Comprehend/evaluate resources
1.7 Evaluate information
1.9 Compare past and present societies
2.3 Exchange ideas and take others’ perspectives
2.4 Present perceptions and ideas
3
75%
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SLA, SA
Non Fiction Reading & Writing
Enrichment Opportunity
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SA
SLA, SA
Sample Learning Activities
Learning Activity #2: StarBurst Colonization of Africa
Sample Assessments
Assessment #2: StarBurst Colonization of Africa Constructed Response
Topic: Imperialism
Question Prompt / Description:
Using your notes, textbook, and the results of the Imperialism simulation
game, consider the effects of European imperialism on African development,
governance, and conflicts. Write a coherent paragraph that describes and
evaluates 3 responses to this question: What is the legacy of imperialism on
Africa?
Objective: Students will understand the effects of European imperialism
upon African resources and development.
Activity Summary: Groups of students represent imperialist countries that
take gold, diamonds, minerals, and cash crops from Africa.
Description: Handouts are in the appendix.
 “Starburst Colonization of Africa-Assignment”
Teacher will assess:
 Accuracy of the effects
 Minimum of 3 effects
 Fully developed answers
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
FHSD Academics JT
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Page 44
May 5, 2011
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
2 - Basic = Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
passage-based, but the information is too general or too
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
Activity’s Alignment
3bN1
SS3b World History
1.6
discover/evaluate relationships
3.6
examine solutions from many perspectives
2
Cooperative learning
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 45
Assessment’s Alignment
3bN1
SS3b World History
CA4 Formal Writing
2.4
present perceptions and ideas
3.8
Assess consequences
2
80%
May 5, 2011
Content Area: Social Studies
Course: Modern World History
Unit 7: World War I and the Russian Revolution
Enduring Understandings:
 Conflicts between nations and/or people is inevitable
 Belief systems can both unite and divide people.
 Individuals influence world events
 New technologies can change people, places and regions.
 Changes in a society can often be traced to a specific significant event, or turning point.
 Individuals can influence world events.
Concepts:
 Similarities and differences of governmental systems (2B)
 Processes of governmental systems (2C)
 Causes, comparisons, and results of major 20th-century wars (3bM)
 Knowledge of economic institutions (4J)
 Ideas and beliefs of different cultures (6K)
 Changing of roles of various groups (6L)
 Consequences of individual or institutional failure (6N)
 Causes, effects and resolutions of cultural conflict (6O)
Students Should Know
Causes of WW I (MANIA)
 Geography
 Ethnicity
 Alliances
 arms races
 economic and colonial rivalries
FHSD Academics JT
Students Should Be Able to
Compare and contrast governmental systems, current and historical,
including those that are democratic, totalitarian, and monarchic, and describe
their impact (2B1/DOK2/1.9)
Analyze the processes pertaining to: (2C1/DOK2/1.6,1.9)
a. Selection of political leaders
Modern World History
Page 46
May 5, 2011




b. Functions and styles of leadership (including authoritarian,
democratic, laissez faire)
c. Governmental systems
national aims in conflict
nationalism
imperialism
Assassination of Franz Ferdinand
Analyze all significant wars of the twentieth century, including: causes,
comparisons, consequences and peace efforts (3bM1/DOK 4/1.6)
Military plans and new technologies led to stalemate and slaughter.
Explain the roles of trade, treaties, international organizations and
comparative advantage in the global economy (4J1/DOK 2/1.6, 1.10)
Memoirs, novels, poetry: Owen and Remarque (teacher discretion)
Effect of total war on the European homefront
Conflicts and compromises of the Paris Conference, Treaty of Versailles,
and the League of Nations
 New nations in Eastern and Central Europe
Analyze how the roles of class, ethnic, racial, gender and age groups have
changed in society, including causes and effects (6L1/DOK 3/1.6)
Determine the causes, consequences and possible resolutions of cultural
conflicts (6O1/DOK 3/3.6)
Armenian genocide
Russian Revolution
 emancipation of serfs, radicalism, autocracy, pogroms
 Long-term social unrest in Russia erupted in revolutions: 1905,
Spring (March)Revolution, and October (Bolshevik) Revolution
Key contributors: Otto von Bismarck, Kaiser Wilhelm II, Woodrow Wilson,
Georges Clemenceau, David Lloyd Georges, Tsar Alexander II, Tsar
Nicholas II, Alexandria of Russia, Gregor Rasputin, Leon Trotsky, Karl
Marx, Lenin
FHSD Academics JT
Modern World History
Page 47
May 5, 2011
Instructional Support
Triple Alliance
Eastern Front
Duma
hemophilia
Triple Entente
Western Front
Bolsheviks
Student Essential Vocabulary
Balkan states
Central Powers
trench warfare
rationing
provisional government
Soviets
Allied Powers
propaganda
Treaty of Brest-Litovsk
Schlieffen Plan
self-determination
communism
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
Teacher Resources
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
Enrichment:
Enrichment: :
Intervention:
Intervention:
FHSD Academics JT
Modern World History
Page 48
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
Enrichment Opportunity
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA, SA
SLA, SA
Sample Learning Activities
Learning Activity #1 : A Flawed Peace
Sample Assessments
Assessment #1: Treaty of Versailles Constructed Response
Topic: End of WW I and the Treaty of Versailles
Question Prompt / Description:
Why did the Treaty of Versailles fail to lead to a lasting peace in Europe?
Objective: Explain how the war ended and identify the disagreements that
the peacemakers faced.
Activity Summary: After teaching about the Treaty of Versailles and the end
of the war; students will read the worksheet “A Flawed Peace” and answer
the questions included in the worksheet.
Description: Handouts are in the appendix.
 “A Flawed Peace”
Teacher will assess:
Student understanding of the following:
 Cost of the war to the Allied and Central Powers
 French fear of German power
 German reaction to the treaty and losing the war
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
2 - Basic = Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
FHSD Academics JT
Modern World History
Page 49
May 5, 2011
passage-based, but the information is too general or too
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
Activity’s Alignment
3bM1, 7C1
SS3b World History
SS7
Tools of Social Science Inquiry
CA3 Nonfiction reading
1.5
comprehend/evaluate resources
1.7
evaluate information
1.10
apply information, ideas and skills
2 and 3
Identifying Similarities and Differences
Questions, Cues, and Advanced Organizers
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 50
Assessment’s Alignment
3bM1, 4J1, 6N1
SS3b World History
SS4
Economic Concepts and Principles
SS6
Relationships
CA4 Formal Writing
1.7
evaluate information
1.8
organize data and ideas
1.10
apply information, ideas and skills
2.4
present perceptions and ideas
3.1
identify and define problems
3.8
assess consequences
3
80%
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
Enrichment Opportunity
Intervention Opportunity
Gender, Ethnic, & Disability Equity
Sample Learning Activities
Learning Activity #2: “The Foot Soldier: World War I”
SLA, SA
SLA, SA
Sample Assessments
Assessment #2: Russian Withdrawal from World War I Constructed
Response
Topic: World War I
Question Prompt / Description: What conditions did Russia face that
caused its withdrawal from World War I? What effect did Russia’s
withdrawal have on the war?
Objective: Analyze causes and consequences of World War I
Activity Summary: Have students view the A&E documentary “Foot
Soldiers” (50 minutes) and answer questions from a prepared worksheet.
Description: This is a 50 minute documentary that explains how the alliance
system, geography and colonial rivalries contributed the conditions leading to
World War I and how the assassination of the Archduke started the war. The
documentary focuses on how trench warfare began and how a stalemate was
developing on the western front and how the new weapons led to the
unnecessary slaughter of many soldiers.
Teacher will assess:
 Student understanding of the following:
o Events leading to the Russian Revolution
o Effect of the revolution on Russia’s participation in WWI
o Effect of limited supplies and weapons affect Russia’s
participation in WWI
Scoring Guide:
4 -Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 – Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
2 - Adequate= Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
FHSD Academics JT
Modern World History
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May 5, 2011
passage-based, but the information is too general or too
simplistic.
1 – Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
Activity’s Alignment
3bM1
SS3b World History
1.5
comprehend/evaluate resources
1.9
compare past & present societies
3.8
assess consequences
2
Questions, Cues, and Advanced Organizers
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 52
Assessment’s Alignment
2B1, 6L1
SS2
Governance Systems
SS6
Relationships
1.5
comprehend/evaluate resources
1.10
apply information, ideas and skills
3.8
assess consequences
3
75%
May 5, 2011
Content Area: Social Studies
Course: Modern World History
Unit 8: World War II and Rebuilding of Japan
Enduring Understandings:
 Conflicts between nations and/or people is inevitable
 Belief systems can both unite and divide people.
 Individuals influence world events
 New technologies can change people, places and regions.
 Changes in a society can often be traced to a specific significant event, or turning point.
 Individuals can influence world events.
Concepts:
 Similarities and differences of governmental systems (2B)
 Processes of governmental systems (2C)
 Causes, comparisons, and results of major 20th-century wars (3bM)
 Knowledge of economic institutions (4J)
 Ideas and beliefs of different cultures (6K)
 Changing of roles of various groups (6L)
 Consequences of individual or institutional failure (6N)
 Causes, effects and resolutions of cultural conflict (6O)
Students Should Know
Events and Factors Leading Up to WWII
 Rise of militarism and totalitarian states in the West and East
 The role of propaganda in totalitarian systems
 Italy: fascism in theory and practice, “march on Rome,” the drive
for empire; Ethiopia
 Germany: inflation, depression weaken Weimar; Hitler and the
Nazis theory, tactics, takeover, terror, murder; anti-Semitic
persecution
 Soviet Union: rise of Stalin; collectivization of agriculture; forced
industry, purges and terror, Gulags
 Japan: autocracy, militarism, aggression; Manchuria, Rape of
Nanking
 Treaty of Versailles
o Aggressions unanswered: failure of the League of Nations
 Policy of Appeasement
Poland and Pearl Harbor-immediate cause of war
FHSD Academics JT
Students Should Be Able to
Compare and contrast governmental systems, current and historical,
including those that are democratic, totalitarian, and monarchic, and describe
their impact (2B1/DOK2/1.9)
Analyze the processes pertaining to: (2C1/DOK2/1.6,1.9)
d. Selection of political leaders
e. Functions and styles of leadership (including authoritarian and
democratic)
f. Governmental systems
Analyze all significant wars of the twentieth century, including: causes,
comparisons, consequences and peace efforts (3bM1/DOK 4/1.6)
Explain the role of treaties and international organizations in the global
economy (4J1/DOK 2/1.6, 1.10)
Analyze how the roles of class, ethnic, racial, gender and age groups have
Modern World History
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May 5, 2011
changed in society, including causes and effects (6L1/DOK 3/1.6)
World War II: its course and human costs
 Holocaust
 The Atomic Bomb
 D-Day
Determine the causes, consequences and possible resolutions of cultural
conflicts (6O1/DOK 3/3.6)
Life in Nazi Europe; Warsaw Ghetto, the Holocaust, forced labor camps,
deportation of Jews; resistance movements in Germany, officers’ plot and
“White Rose”
Aftermath of WWII
 Outcome of Nuremberg trials
 Reconstruction and democratization of Japan
 Establishing the United Nations
 Superpowers emerge and differences develop between allies
Key contributors: Benito Mussolini, Adolph Hitler, Neville Chamberlin,
Charles de Gaulle, Joseph Stalin, Winston Churchill, Emperor Hirohito,
Admiral Isoroku Yamamoto, General Douglas MacArthur
FHSD Academics JT
Modern World History
Page 54
May 5, 2011
Instructional Support
socialism
Depression
der Fuhrer
Third Reich
communism
tariffs
Enabling Acts
Munich Conference
Allied powers
Mein Kampf
Schutzftaffel (SS)
Anschluss (?)
Axis powers
lebensraum
anti-Semitism
blitzkrieg (?)
non-aggression pact
black shirts
Kristallnacht
ghettos
inflation
Nazism
appeasement
demilitarization
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
Teacher Resources
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
Enrichment:
Enrichment: :
Intervention:
Intervention:
FHSD Academics JT
Modern World History
Page 55
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
Enrichment Opportunity
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA, SA
SLA, SA
Sample Learning Activities
Learning Activity #1 : Resistance During the Holocaust
Sample Assessments
Assessment #1: Resistance to the Final Solution Constructed Response
Topic: Resistance During the Holocaust
Question Prompt / Description: Based on your knowledge of the
Holocaust and from the “Resistance to the Holocaust” chart, answer the
following question: “Identify and explain four different ways people
could resist the Holocaust?”
Objective: Identify ways different people resisted the Holocaust
Activity Summary: Students will receive a chart “Resistance During the
Holocaust” and a packet of key events that took place during Nazi Germany.
The students will fill in the chart based on the information included in the
packet
Description: Handouts are in the appendix.
 “Resistance During the Holocaust” chart
 “Resistance During the Holocaust” student handouts
Teacher will assess:
 Description and explanation of four key events
 Identification of key people during the resistance
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
2 - Basic = Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
passage-based, but the information is too general or too
FHSD Academics JT
Modern World History
Page 56
May 5, 2011
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
Activity’s Alignment
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
6K1, 6N1
SS6
Relationships
CA3 Nonfiction reading and writing
1.4
organize information using tools
1.7
evaluate information
1.8
organize data and ideas
3.1
identify and define problems
2
Identifying similarities and difference
Summarizing and note taking
Questions, cues and advanced organizers
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 57
Assessment’s Alignment
6L1, 6O1
SS6
Relationships
1.6
discover/evaluate relationships
1.8
organize data and ideas
1.10
apply information, ideas and skills
3.1
identify and define problems
3.5
reason logically (inductive/deductive)
4.1
support decisions
2
80%
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SLA
Non Fiction Reading & Writing
Enrichment Opportunity
SLA
Intervention Opportunity
SLA
Gender, Ethnic, & Disability Equity
SLA, SA
SLA, SA
Sample Learning Activities
Learning Activity #2: The Role of Propaganda in Totalitarian Systems
Sample Assessments
Assessment #2: Totalitarian Regimes Constructed Response
Topic: Propaganda
Question Prompt / Description:
Was life for the average Russian citizen better or worse under the
totalitarian Soviet regime of the 1930s than it had been under the czars?
Include details to support your viewpoint.
Objective: Students will analyze the role of propaganda in totalitarian
regimes.
Activity Summary: Students will analyze propaganda in totalitarian regimes
and create their own propaganda poster to be shared with the class.
Description:
Websites to use:
http://userpages.umbc.edu/~akotov1/propaganda.html
http://www.iisg.nl/exhibitions/chairman/sovintro.php
http://v4valentine.tripod.com/SPP/MA0102_Index.htm
Handouts are in the appendix.
 Tools of Propaganda worksheet
 Use of Propaganda in a Totalitarian State

Teacher will assess:
Student understanding of the following:
 Class equality
 Religious freedoms
 Impact on work and living
 Gender roles
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
FHSD Academics JT
Modern World History
Page 58
May 5, 2011
2 - Basic = Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
passage-based, but the information is too general or too
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
Activity’s Alignment
6M1, 7B1, 7F1
SS6
Relationships
SS7
Tools of Social Science Inquiry
1.5
comprehend/evaluate resources
1.6
discover/evaluate relationships
1.7
evaluate information
2.1
plan and make presentations
2.4
present perceptions and ideas
2.5
produce works in the arts
3.5
reason logically (inductive/deductive)
4.1
support decisions
3
Identifying similarities and differences
Questions, cues, and advanced organizers
Assessment’s Alignment
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 59
6M1
SS6
CA4
1.5
1.6
1.8
1.10
3.5
2
80%
Relationships
Formal Writing
comprehend/evaluate resources
discover/evaluate relationships
organize data and ideas
apply information, ideas and skills
reason logically (inductive/deductive)
May 5, 2011
Content Area: Social Studies
Course: Modern World History
Unit 9: Exploration of Current Regional Themes
Enduring Understandings:
 Belief systems can both unite and divide people.
 Individuals can influence world events.
 Changes in a society can often be traced to a specific significant event, or turning point.
 Economic and political systems are structured to meet the needs and wants of different societies.
Concepts:
 Similarities and differences of governmental systems (2B)
 Causes and effects of European overseas expansion (3bI)
 Causes, reactions, and consequences of European and Japanese imperialism (3b.N)
 Ideas and beliefs of different cultures (6K)
 Major social institutions (6M)
 Causes, effects and resolutions of cultural conflict (6O)
Students Should Know
Chinese Communist Revolution; reasons for Communist victory and
Nationalist loss with exile to Taiwan; changes in Chinese society; Cultural
Revolution; Massacre in Tiananmen Square; move toward limited capitalism
under Deng
War and defeats dissolved European authority in Africa and Asia
Independence won by European colonies in Africa; Ghana: democracy to
authoritarian rule to democracy
South Africans fought to overcome apartheid imposed by minority white
government; tactics and heroes of the movement; Reconciliation
Commission
Leaders and conditions in new nations: India, Pakistan, Kashmir,
Bangladesh; use of non-violent civil disobedience
New states and conflict in the Middle East: founding of Israel, the
Palestinian issue, intifada, wars involving Israel, democracy vs. authoritarian
rule, invasion of Kuwait and Desert Storm, wars in Iraq and Afghanistan
Conflicts in Latin America: Cuba, military involvement
Persistence of nationalism, militarism, and civil war: Balkans, Rwanda
FHSD Academics JT
Students Should Be Able to
Compare and contrast governmental systems, current and historical,
including those that are monarchic, oligarchic, and theocratic, and describe
their impact (2B1/DOK2/1.9)
Assess the impact of the First Global Age, including the Columbian
Exchange; the origins and consequences of European overseas expansion;
the effect of European arms and 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 (3bI1/DOK 4/1.9, 1.6)
Evaluate European and Japanese imperialism of the late 19th and 20th
century and the independence movements in Africa and Asia: causes,
reactions, short- and long-term consequences (3bN1/DOK 4/1.9, 1.6, 3.8)
Compare and contrast the major ideas and beliefs of different cultures
(6K1/DOK 1/1.9)
Describe the major social institutions (family, education, religion, economy
and government) and how they fulfill human needs (6M1/DOK 2/1.9, 1.10)
Determine the causes, consequences and possible resolutions of cultural
conflicts (6O1/DOK 3/3.6)
Modern World History
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May 5, 2011
Concerns of the future: terrorism; religious fundamentalism; resource
allocation; environmental, energy, epidemic and population challenges
Key contributors: Mohandas Gandhi, Jawaharlal Nehru, Muhammad Ali,
Indira Gandhi, Rajiv Gandhi, Benazir Bhutto, Mao Zedong, Chiang Kai-shek
(Jiang Jieshi), Kwame Nkrumah, Jomo Kenyatta, Nelson Mandela, Steve
Biko, F. W. deKlerk, Fidel Castro, Golda Meir, Menachem Begin, Yasir
Arafat, Saddam Hussein, Osama bin Laden
FHSD Academics JT
Modern World History
Page 61
May 5, 2011
Instructional Support
Congress Party
Cultural Revolution
Palestinian Liberation
Organization
globalization
Cold War
Muslim League
Red Guards
intifada
Gulf War
Student Essential Vocabulary
partition
Kashmir
Tiananmen Square
Balfour Declaration
Massacre
Camp David Accords
Negritude Movement
developed nation
developing nation
commune
Suez Canal
Social Darwinism
Six Day War
martial law
apartheid
nuclear proliferation
Terrorism
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
 Historical Thinking and Other Unnatural Acts, Sam Wineburg
 The Search for Modern China, Jonathan Spence
 East Asia, A New History, Rhodes Murphy
 Japan,, A Reinterpretation, Patrick Smith
 Arab and Jew, Wounded Spirits in a Promised Land, David Shipler
 Vietnam, A History, Stanley Karnow
Comparing Culture, Readings on Contemporary Japan for American
Writers, Merry White and Sylvan Barnet
Embracing Defeat: Japan in the Wake of World War II, John Dower
 Japan Today, Roger Buckley
 What Went Wrong? The Clash Between Islam and Modernity in the
Middle East, Bernard Lewis
Teacher Resources
General:
 World History: A Modern Era, Prentice Hall, 2011
 Modern World History: Patterns of Interaction, McDougal Littell, 2003
 History Alive: World History, Teacher Curriculum Institute
 Historical Thinking and Other Unnatural Acts, Sam Wineburg
 The Search for Modern China, Jonathan Spence
 East Asia, A New History, Rhodes Murphy
 Japan,, A Reinterpretation, Patrick Smith
 Arab and Jew, Wounded Spirits in a Promised Land, David Shipler
 Vietnam, A History, Stanley Karnow
Comparing Culture, Readings on Contemporary Japan for American
Writers, Merry White and Sylvan Barnet
Embracing Defeat: Japan in the Wake of World War II, John Dower
 Japan Today, Roger Buckley
 What Went Wrong? The Clash Between Islam and Modernity in the
Middle East, Bernard Lewis
Videos:
 Gandhi
 Cry Freedom
 Mandela
 Emerging China
 Emerging India
 Emerging Brazil
Videos:
 Gandhi
 Cry Freedom
 Mandela
 Emerging China
 Emerging India
 Emerging Brazil
FHSD Academics JT
Modern World History
Page 62
May 5, 2011








Nightline in the Holy Land
Israel
South Asia in Transition
Europe in Transition
The Middle East in Transition
East Asia in Transition
Born Under the Red Flag
Gandhi-Nehru








Nightline in the Holy Land
Israel
South Asia in Transition
Europe in Transition
The Middle East in Transition
East Asia in Transition
Born Under the Red Flag
Gandhi-Nehru
Enrichment:
 Life and Death in Shanghai, Nien Cheng
 Confucius Lives Next Door, T.R. Reid
Religions of China, Daniel Overmyer
The Good Earth, Pearl Buck
Anthology of Japanese Literature, ed. Donald Keene
 Golden Arches East, James Watson
Enrichment:
 Life and Death in Shanghai, Nien Cheng
 Confucius Lives Next Door, T.R. Reid
Religions of China, Daniel Overmyer
The Good Earth, Pearl Buck
Anthology of Japanese Literature, ed. Donald Keene
 Golden Arches East, James Watson
Intervention:
Understanding Africa, Richard Fredland
Biko, Donald Woods
Intervention:
Understanding Africa, Richard Fredland
Biko, Donald Woods
FHSD Academics JT
Modern World History
Page 63
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SLA, SA
Non Fiction Reading & Writing
Enrichment Opportunity
SLA, SA
Intervention Opportunity
SLA, SA
Gender, Ethnic, & Disability Equity
Sample Learning Activities
Learning Activity #1 : Exploration of Regional Themes Research
SLA, SA
SLA, SA
SLA, SA
Sample Assessments
Assessment #1: Exploration of Regional Themes Presentation
Topic: Research
Objective: Students will discover information about the country they have
chosen; organize the information according to the requirements of the project;
and draw conclusions about why the country is experiencing a current
challenge.
Activity Summary: Students will begin the project by collecting research.
The next step is to begin making connections the country’s current situation
and its history. Finally students will create a presentation for their class.
The information that must be collected are as follows:
 Location of country (region and relative location)
 Description of a current challenge in the country
 Describe who is involved
 Collect historical background information that is connected to the
country’s current challenge
 Analyze how economic and/or political organization contribute to this
challenge
 Analyze how imperialism, nationalism, and/or militarism contribute to
this challenge
 Create possible effects of this challenge
 Develop a personal opinion with recommendations for how to deal with
this challenge
FHSD Academics JT
Question Prompt / Description: Students will create a presentation for
their class based upon the material developed in Learning Activity #1.
Teacher will assess:
 All required information is included in the presentation
 Description of country’s current challenge and who is involved
 Complete historical background given
 Analysis of contributing factors to the country’s current challenge
 Ability to predict possible effects of this challenge
 Ability to create recommendations for dealing with this challenge
Scoring Guide: Sample scoring guides are contained in the appendix.
Modern World History
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May 5, 2011
Description: Handouts are in the appendix.
 Exploration of Regional Themes project guidelines
 Research Chart
 Research Journal
 PowerPoint Dos and Don’ts
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
Activity’s Alignment
7A1, 7B1, 7C1, 7D1, 7E1, 7F1, 7G1
SS7
Tools of Social Science Inquiry
1.6
discover/evaluate relationships
1.10
apply information, ideas and skills
2.2
revise communications
3.1
identify and define problems
4.6
identify cooperative tasks
4
Identifying Similarities and Differences
Summarizing and Note Taking
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypothesis
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 65
Assessment’s Alignment
7A1, 7B1, 7C1, 7D1, 7E1, 7F1, 7G1
SS7
Tools of Social Science Inquiry
2.1
plan and make presentations
2.6
apply communication techniques
2.7
use information technology
4
75%
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SLA
Non Fiction Reading & Writing
Enrichment Opportunity
SLA, SA
Intervention Opportunity
Gender, Ethnic, & Disability Equity
Sample Learning Activities
Learning Activity #2: Protest Posters in Egypt
Assessment #2: Analyzing Political Cartoons in Egypt
Objective: Students will explain the use of propaganda to influence major
social institutions (family, education, religion, economy and government) and
if they fulfill human needs in Egypt.
Activity Summary: Each student will view a PowerPoint presentation [or
handout] of Egyptian protest posters and be assigned one poster to analyze
with regard to its audience, techniques, and effectiveness.
Two PowerPoint presentations may also be found on Sharepoint.
 Egypt Protest Posters
 Egypt-2 political cartoons
http://www.choices.edu/resources/twtn_egypt.php
SLA, SA
Sample Assessments
Topic: Modern Egypt
Description: Handouts are in the appendix.
 Analyzing Political Cartoons
 Posters in Egypt’s Protests
SLA, SA
Question Prompt / Description:
Teacher will lead the class in analyzing the first political cartoon on the
relationship between the Egyptian and U.S. governments. Then each
student will answer questions that help analyze a second political cartoon
on the relationship between the Egyptian and U.S. governments.
See handouts in appendix:
 Analyzing Political Cartoons in Egypt’s Protest with answer key
Teacher will assess:
 Accuracy of answers concerning labeling, symbolism, analogies, irony, and
effectiveness of the political cartoon
 Completeness of answers concerning labeling, symbolism, analogies, irony, and
effectiveness of the political cartoon
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
FHSD Academics JT
Modern World History
Page 66
May 5, 2011
given is not clearly based on the question
2 - Basic = Response shows a partial understanding of the
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
passage-based, but the information is too general or too
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
Activity’s Alignment
6M1
SS6
Relationships
1.4 organize information using tools
1.7 evaluate information
1.10 apply information, ideas and skills
3
Identifying similarities and differences
Questions, cues, and advanced organizers
Nonlinguistic representation
Assessment’s Alignment
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 67
6M1
SS6
Relationships
1.4 organize information using tools
1.7 evaluate information
1.10 apply information, ideas and skills
3
80%
May 5, 2011
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
SLA
Non Fiction Reading & Writing
Enrichment Opportunity
SLA, SA
Intervention Opportunity
Gender, Ethnic, & Disability Equity
Sample Learning Activities
Learning Activity #3: Mao and Gandhi: Alternate Paths to National
Independence
SLA, SA
SLA, SA
Sample Assessments
Assessment #3: Mao and Gandhi Free Response Essay
Question Prompt / Description: What are the major points of difference
between Gandhi and Mao? Which comes closest to your own personal
philosophy and why?
Topic: Colonialism, Industrialization, and Modernization
Objective: Students will compare and contrast viewpoints of Mao and
Gandhi.
Activity Summary: Using a variety of primary and secondary sources,
students will compare and contrast the philosophies, views on colonialism,
approaches to mobilizing mass support and views of industrialization and
modernization of Mao Zedong and Gandhi.
Description: This activity could precede the Exploration of Regional Themes
Project as a way of getting the students ready for the project. Handouts are
on Sharepoint.
Teacher will assess:
 Students’ ability to
o write an appropriate explicitly stated thesis
o provide evidence to support thesis
o include historically correct facts
o provide analysis of historical evidence
o defend his/her stated position
Scoring Guide:
4- Advanced= Complete understanding of the concept embodied
in the task. Provided a response that is accurate, complete,
and fulfills all the requirements of the task. Has provided
necessary support and or examples and information given is
clearly based on the question. Extension beyond the question
is relevant to the task.
3 - Proficient =Has an understanding of the concept embodied in
the task. Has provided a response that is accurate, complete,
and fulfills all the requirements of the tasks. Has failed to
proved the required support and or examples and information
given is not clearly based on the question
2 - Basic = Response shows a partial understanding of the
FHSD Academics JT
Modern World History
Page 68
May 5, 2011
reading concept embodied in the task. Provided a response
that may include information that is essentially correct and
passage-based, but the information is too general or too
simplistic.
1 -Below Basic= Response indicated that the student has very
limited understanding of the concept embodied in the task.
Response is incomplete, may exhibit many flaws, and may not
address all requirements in the task
CLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
FHSD Academics JT
Activity’s Alignment
3bN
SS3b World History
CA3 Nonfiction reading and writing
1.2
conduct research
1.5
comprehend/evaluate resources
1.7
evaluate information
1.10
apply information, ideas and skills
3.6
examine solutions from many perspectives
3
Identifying Similarities and Differences
Questions, Cues, and Advanced Organizers
CLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Modern World History
Page 69
Assessment’s Alignment
3bN
SS3b World History
CA3 Nonfiction reading and writing
1.5
comprehend/evaluate resources
1.7
evaluate information
1.10
apply information, ideas and skills
3.6
examine solutions from many perspectives
3
75%
May 5, 2011