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Modern World History Social Studies Curriculum Francis Howell School District Board Approved: May 5, 2011 FHSD Academics JT Modern World History Page 1 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. FHSD Academics JT Modern World History Page 2 May 5, 2011 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.” 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. FHSD Academics JT Modern World History Page 3 May 5, 2011 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 Page 4 May 5, 2011 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 FHSD Academics JT Modern World History Page 5 May 5, 2011 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 Modern World History Page 6 May 5, 2011 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 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) 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) Modern World History Page 7 May 5, 2011 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 FHSD Academics JT Modern World History Page 8 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 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 FHSD Academics JT Modern World History Page 9 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 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 Page 10 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. FHSD Academics JT Modern World History Page 11 May 5, 2011 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 Modern World History Page 12 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) Modern World History Page 13 May 5, 2011 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 FHSD Academics JT Modern World History Page 14 May 5, 2011 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 Modern World History Page 15 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, 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 FHSD Academics JT Modern World History Page 16 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 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 Page 17 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 FHSD Academics JT Modern World History Page 18 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 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 Page 20 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 Page 26 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 Page 29 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 Page 33 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 Page 39 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 Page 42 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 Modern World History 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 Page 51 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 Page 53 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 Page 60 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 Page 64 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