Download SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 NORTH

 SOCIAL STUDIES/ WORLD HISTORY NORTH BERGEN SCHOOL DISTRICT BENCHMARKS First Marking Period: ● Understand the importance of and trace the spread of the Renaissance Period 6.1.12. B.2.a, 6. 1​
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12.D.2.a 6.12.D.2.e,​
RH9­10.1, RH9­10.2, 9­10.7 ● Compare the different perspectives of the Protestant Reformation 6.1.12. B.2.b, 61.12.D.2.b, ● Discuss the need for a Catholic Reformation 6.1.12. B.2.b, 6.1.12.D.2.b,
● Understand the importance of European Exploration and trade with Asia and the Americas 6.1.12. B.1.a, 6.1.12.C.1.e,​
RH9­10.6, RH9­10.7 ● Discuss Spain’s colonization of America 6.1.12. B.1.a, 61.12.C.1.b, ​
RH9­10.6 ● Compare other European colonies in America 6.1.12. B.1.a, 6.1.12.C.1.b, 6.1.12.C.1.d,​
RH9­10.1, RH9­10.8 ● Understand the consequences of the Slave trade and Colombian exchange 6.1.12. C.1.a, 6.1.12.C.1.c,6.1.12.C.1.d,6.1.12.C.1.e,6.1.12. D.2.b ● Analyze the traits of absolutism 61.12. A.2.c, Revised: 3/2016 SOCIAL STUDIES/ WORLD HISTORY ● Discuss how the Scientific Revolution led to the Enlightenment Age 6.1.12. A.2.a,6.1.12. D.2.d, 6.1.12. D.3.e, 6.1.12. D.3.a,​
RH9­10.2, RH9­10.3 Second Marking Period: ● Understand how Enlightenment Philosophy fueled Revolution 6.1.12. A.3.a, ● Identify the radical reforms in France due to revolution 6.1.12. A.3.a,​
RH9­10.2, RH9­10.9 ● Describe life in colonial society in Latin America 6.1.12. A.3.a,6.1.12. A.3.c, 6.1.12. B.3.c, 6.1.12. C.3.f, 6.1.12. D.3.e, ● Understand the effects of Nationalism ● 6.1.12. C.3.e,6.1.12. A.3.c, 6.1.12. A.3.d,​
RH 9­10.8 ● Examine how Industrialization effected the different classes of society 6.1.12. A.3.e, 6.1.12. B.3.b, 6.1.12. C.3.a, 6.1.12. C.3.b, 6.1.12. D.3.b ● Analyze the reform movement in the US, Great Britain and France 6.1.12. A.3.c, 6.1.12. A.3.e,6.1.12. A.3.f, 6.1.12. B.3.b,6.1.12. C.3.c,6.1.12. C.3.d ​
RH9­10.1 Revised: 3/2016 SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 Third Marking Period: ● Explain how and why Africa was colonized by European countries 6.1.12. A.3.g,6.1.12. B.3.a, 6.1.12. C.3.e, 6.1.12. D.3.d, ● Summarize the impact of Colonialism of India and the Middle East 6.1.12. A.3.g,6.1.12. B.3.a, ​
RH9­10.5,RH 9­10.8 ● Discuss why China resisted foreign influence 6.1.12. A.3.g,6.1.12. B.3.a, 6.1.12. D.3.c, 6.1.12. C.3.d ● Analyze how the US kept control over Latin American lands even after they gained independence 6.1.12. B.3.a, 6.1.12. C.3.f ● List the factors and events that led to World War One 6.1.12. D.4 a, 6.1.12. D.4.f, 6.1.12. D.4. g, ​
RH9­10.2, RH9­10.9 ● Explain the Treaty of Versailles and its effect on European Powers 6.1.12. B.4 a, 6.1.12. D.4 b, ● Discuss the rise of Totalitarianism and Nationalism in Europe 6.1.12. D.4.c, 6.1.12. D.4 c, ​
RH9­10.4,RH 9­10.8 SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 Fourth Marking Period: ● Identify how postwar economic uncertainty impacted society and science 6.1.12. A.4.b,6.1.12. A.4.c, ● Trace the rise of Fascism in Europe and Asia 6.1.12. A.4.b,6.1.12. A.4.a, 6.1.12. A.4.c, ​
RH9­10.4, RH9­10.8 ● Analyze the cause and effect of World War Two 6.1.12. A.4.a, 6.1.12. C.4.a, 6.1.12. C.4, 6.1.12.D.4.k, ● Identify the new types of warfare used in the European and Pacific Theater 6.1.12. B.4.b, 6.1.12. A.4.a,6.1.12. C.4.c,6.1.12. D.4.e ● Describes the results of the final solution 6.1.12. A.4.c, 6.1.12. D.4.i, ​
RH9­10.5 ● Compare the postwar governments of Germany and Japan 6.1.12. B.5.a, 6.1.12. C.5.b, 6.1.12. C.5.e ● Understand how the Cold War divided the world 6.1.12. B.5.a, 6.1.12. C.5.b, 6.112. C.5.e ● Identify the global issues of today. ● 6. 1.12.A.6a­c,6.1.12.B.6a­b, 6.1.12.C.6a­b, 6..12.D.6a­c SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 ​
******Students will also learn 21st​
–century life and career skills along with technology skills that will help them meet the ​
challenges of the 21st​
­ century workplace as well as becoming active citizens in society. SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 Standard: World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Strand:​
A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives ERA ​
The Emergence of the First Global Age (1350­1770) Marking Period 1 Essential Questions What new ideas and values led to the movements of the Renaissance and Reformations​
? Enduring Understandings ● Ideas developed during the Renaissance, Scientific Revolution, Reformation, and Enlightenment led to political, economic, and cultural changes that have had a lasting impact. ● The methods of and motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations. ● Colonization was inspired by the desire to have access to resources and markets, often at the expense of the OBJECTIVES ● Understand How Italy Became the Center of a Revival of Classical Culture ● Analyze How the Renaissance Spread to Northern Europe ● Compare the Lutheran & Anglican Perspectives of the Reformation ● Understand Calvinism & the Catholic Reformation ● Examine European Exploration & Trade in Asia & the Americas ● Discuss Spain's Colonization of the Americas ● Compare French, English & DutchColonization of the Americas ● Understand the Atlantic Slave Trade &Triangular Trade ● Understand the Columbian Exchange & Global Trade SOCIAL STUDIES/ WORLD HISTORY indigenous culture, population, and environment. Content Statements Cumulative Progress Indicators Renaissance, Reformation, NJCCS Scientific Revolution, and http://www.state.nj.us/education/c
Enlightenment. ccs/standards/6/6­2­12.htm The Emergence of the First Global Age: Global Interactions and Colonialism. 6.2.12.B.1.a, 6.2.12.B.1.b 6.2.12.C.1.b, 6.2.12.C.1.c 6.2.12.C.1.e, 6.2.12.D.1.a 6.2.12.D.1.c, 6.2.12.D.1.d 6.2.12.D.1.e, 6.2.12.A.2.a 6.2.12.A.2.c, 6.2.12.B.2.a 6.2.12.A.2.b, 6.2.12.D.2.a 6.2.12.D.2.b, 6.2.12.D.2.c 6.2.12.D.2.d http://www.corestandards.org/EL
A­Literacy/RH/9­10/ RH 9­10.1­10.10 http://www.corestandards.org/EL
A­Literacy/W/9­10/ WHST 9­10.1 ­10.10 http://www.state.nj.us/education/c
ccs/standards/9/9­1.htm Revised: 3/2016 SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 st​
9.1 A­F (21​
century life and Careers) http://www.state.nj.us/education/c
ccs/standards/6/6­3­12.htm​
6.3.12.
c.1 (21sts Century Citizenship) DIFFERENTIATIONS ACTIVITIES MAY INCLUDE ● Have students compare today’s government funding for the arts against that of the Renaissance period ● Primary Source: ​
The Prince ● Analyze a piece of art ● Create a cluster chart of Luther actions against the church ● Position paper on the character and action of Henry VIII ● Create a chart of different types of Protestantism ● Primary Source: ​
The treaty of Tordesillas ● Compare sources: the legacy of Columbus 1. Extended time 2. Supplemental Materials 3. Preferred seating 4. Adjusting questions 5. Learning Centers 6. Flexible Grouping 7.Independent Study 8. As Per Student IEP Assessments To show evidence of meeting this standard, students may: ● quizzes and tests ● position and reaction papers ● essays ● oral and group presentations ● group research projects ● class participation TEACHER RESOURCES TEXT BOOK: WORLD HISTORY PATTERN AND INTERACTIONS PRIMARY SOURCE DOCUMENTS APPROVED WEBSITES DVD’S POWER POINT PRESENTATIONS SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 Standard: World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Strand:​
A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives ERA ​
Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350­1700) Marking Period 1 Essential Questions Enduring Understandings Ideas developed during the What is the difference Renaissance, Scientific Revolution, between an absolute Reformation, and Enlightenment led monarchy and a to political, economic, and cultural changes that have had a lasting constitutional monarchy? impact. Content Statements Cumulative Progress Indicators NJCCS Renaissance, Reformation, http://www.state.nj.us/education/c
Scientific Revolution, and ccs/standards/6/6­2­12.htm Enlightenment 6.2.12.B.1.a, 6.2.12.B.1.b 6.2.12.C.1.b, 6.2.12.C.1.c 6.2.12.C.1.e, 6.2.12.D.1.a OBJECTIVES ● Understand Spain's Empire & European Absolutism ● Examine the Reign of Louix XIV & the War of the Spanish Succession ● Analyze the Struggle for Power Among Central European Monarchs ● Understand Czarist Russia & the Reign ● Understand England's Transition to a Constitutional Monarchy ● Discuss How the Scientific Revolution Prompted the Enlightenment ● Compare the Viewpoints of the Major Enlightenment Philosophers ● Understand the Effects of the Enlightenment on Enlightened Despots of Central & Eastern Europe SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 6.2.12.D.1.c, 6.2.12.D.1.d 6.2.12.D.1.e, 6.2.12.A.2.a 6.2.12.A.2.c, 6.2.12.B.2.a 6.2.12.A.2.b, 6.2.12.D.2.a 6.2.12.D.2.b, 6.2.12.D.2.c 6.2.12.D.2.d http://www.corestandards.org/EL
A­Literacy/RH/9­10/ RH 9­10.1­10.10 http://www.corestandards.org/EL
A­Literacy/W/9­10/ WHST 9­10.1 ­10.10 http://www.state.nj.us/education/c
ccs/standards/9/9­1.htm st​
9.1 A­F (21​
century life and Careers) http://www.state.nj.us/education/c
ccs/standards/6/6­3­12.htm​
6.3.12.
c.1 (21sts Century Citizenship) DIFFERENTIATIONS ●
Understand How the Enlightenment Influenced the American Revolution ACTIVITIES MAY INCLUDE SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 1. Extended time 2. Supplemental Materials 3. Preferred seating 4. Adjusting questions 5. Learning Centers 6. Flexible Grouping 7.Independent Study 8. As Per Student IEP Assessments To show evidence of meeting this standard, students may: ● quizzes and tests ● position and reaction papers ● essays ● oral and group presentations ● group research projects ● class participation ●
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Compare and contrast the different American Colonies Map the world slave trade routes Create a compare and contrast chart of Absolutism Write an opinion on Peter the Greats Russia Create a presentation on Enlightenment and Democracy TEACHER RESOURCES TEXT BOOK: WORLD HISTORY PATTERN AND INTERACTIONS PRIMARY SOURCE DOCUMENTS APPROVED WEBSITES DVD’S POWER POINT PRESENTATIONS Standard: World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Strand:​
A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives ERA: ​
Age of Revolutions (1750­1914) Marking Period 2 SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 Essential Questions How economic inequality,, political revolution and imperial expansion influenced Europe in the 18tth century? Content Statements Enduring Understandings Discontent with prevailing economic, political, and social conditions was the impetus for change, which resulted in revolution or reform. The Industrial Revolution was a consequence of technological innovation and expanding economic activity and markets, resulting in massive population movement, urbanization, and the development of complex economic systems. . OBJECTIVES ● Analyze the factors that contributed to the beginning of the French Revolution ● Understand radical reforms in France in the reign of terror ● Discuss the Napolean’s rise to power in creation of an Empire ● Identify the factors that cause Napoleons implied the collapse ● Understand the goals for the Congress of Vienna ● Understand the struggle for Latin American independence th​
● Compare European revolutions of the 19​
century ● Understand how nationalism affected empirical rule in Europe th​
● Appreciate the artistic revolution of the 19​
century; Romanticism, realism and Impressionism Cumulative Progress Indicators SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 NJCCS Age of Revolutions: Political http://www.state.nj.us/education/c
and Industrial Revolutions, ccs/standards/6/6­2­12.htm Imperialism, Reform, and 6.2.12.A.3.a, 6.2.12.A.3.b Global Impact. 6.2.12.A.3.c, 6.2.12.A.3.d 6.2.12.A.3.e, 6.2.12.B.3.b 6.2.12.B.3.a, 6.2.12.B.3.b 6.2.12.B.3.c, 6.2.12.C.3.a 6.2.12.C.3.b, 6.2.12.C.3.f 6.2.12.D.3.a, 6.2.12.D.3.b http://www.corestandards.org/EL
A­Literacy/RH/9­10/ RH 9­10.1­10.10 http://www.corestandards.org/EL
A­Literacy/W/9­10/ WHST 9­10.1 ­10.10 http://www.state.nj.us/education/c
ccs/standards/9/9­1.htm st​
9.1 A­F (21​
century life and Careers) http://www.state.nj.us/education/c
ccs/standards/6/6­3­12.htm​
6.3.12.
c.1 (21sts Century Citizenship) DIFFERENTIATIONS ACTIVITIES MAY INCLUDE SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 ● Create a web diagram on causes of the French Revolution ● Create a flow chart of the events of the French Revolution ● Compare Napolean’s control of the Media to a modern day leader ● Create a poster about liberty ● Create a graphic representation of Native American Classes ● Primary source: ​
Letter to Thomas Moore ● Write a brief history of Guiseppe Garibaldi ● Critique paintings of the Revolutions 1. Extended time 2. Supplemental Materials 3. Preferred seating 4. Adjusting questions 5. Learning Centers 6. Flexible Grouping 7.Independent Study 8. As Per Student IEP Assessments To show evidence of meeting this standard, students may: ● quizzes and tests ● position and reaction papers ● essays ● oral and group presentations ● group research projects ● class participation TEACHER RESOURCES TEXT BOOK: WORLD HISTORY PATTERN AND INTERACTIONS PRIMARY SOURCE DOCUMENTS APPROVED WEBSITES DVD’S POWER POINT PRESENTATIONS SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 Standard: World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Strand:​
A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives ERA ​
Age of Revolutions (1750­1914) Marking Period 2 Essential Questions How did the industrial revolution change society in Europe and the United States? How did the Industrial Revolution affect economics and politics? Enduring Understandings OBJECTIVES . Age of Revolutions: Political and Industrial Revolutions, Imperialism, Reform, and Global Impact ●
● Understand how the agricultural revolution led to the industrialized nation ● Understand how industrialization spread across Europe and America ● Understand capitalism socialism and the rise of the labor movement ● Analyze democratic reform and activism the United States and Britain and France ● Examine the struggle for self­rule among British colonies ● Understand Western expansion of Civil War in the United States SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 Content Statements Industrialized nations embarked on a competitive race for global resources and markets, resulting in the establishment of political and economic control over large regions of the world that had a lasting impact. NJCCS http://www.state.nj.us/education/c
ccs/standards/6/6­2­12.htm 6.2.12.A.3.a, 6.2.12.A.3.b 6.2.12.A.3.c, 6.2.12.A.3.d 6.2.12.A.3.e, 6.2.12.A.3.f, 6.2.12.B.3.b 6.2.12.B.3.a, 6.2.12.B.3.b 6.2.12.B.3.c, 6.2.12.C.3.a 6.2.12.C.3.b, 6.2.12.C.3.f 6.2.12.D.3.a, 6.2.12.D.3.b http://www.corestandards.org/EL
A­Literacy/RH/9­10/ RH 9­10.1­10.10 http://www.corestandards.org/EL
A­Literacy/W/9­10/ Cumulative Progress Indicators th​
● Identify 19​
century advances in science and Technology SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 WHST 9­10.1 ­10.10 http://www.state.nj.us/education/c
ccs/standards/9/9­1.htm st​
9.1 A­F (21​
century life and Careers) http://www.state.nj.us/education/c
ccs/standards/6/6­3­12.htm​
6.3.12.
c.1 (21sts Century Citizenship) DIFFERENTIATIONS ACTIVITIES MAY INCLUDE ● Interpret graphs of cotton production in England and America ● Create a political cartoon dealing with the Industrial Revolution ● Create a chart comparing Socialisms and Capitalism ● Create a campaign slogan for or against the Chartist Movement ● Create a cause an effect chart of the Great Faminie ● Create a timeline of US western expansion ● Analyze Darwin’s theory of evolution 1. Extended time 2. Supplemental Materials 3. Preferred seating 4. Adjusting questions 5. Learning Centers 6. Flexible Grouping 7.Independent Study 8. As Per Student IEP SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 TEACHER RESOURCES Assessments To show evidence of meeting this standard, students may: TEXT BOOK: WORLD HISTORY PATTERN AND ● quizzes and tests INTERACTIONS ● position and reaction papers PRIMARY SOURCE DOCUMENTS ● essays APPROVED WEBSITES ● oral and group presentations DVD’S ● group research projects ● class participation POWER POINT PRESENTATIONS Standard: World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Strand:​
A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives ERA ​
A Half Century of Crisis and Achievement Marking Period 3 Essential Questions Enduring Understandings OBJECTIVES SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 Why would you seek out or . How western countries colonized resist foreign influence? large areas of Africa and Asia What are some of the leading to political and social issues an emerging nation changes. face? How did the spread of European influence effect other countries under colonization? China and Japan responded in different ways to the European powers. The United States influenced Latin America. ● Understand social Darwinism and the European colonization of Africa. ● Understand paternalism assimilation and African resistance colonization ● Examine the conflict over Muslim lands between European powers in the Ottoman Empire ● Analyze the effects of British imperialism in India ● Compare US and European influence in Southeast Asia and the Pacific ● Understand the Chinese nationalism and resistance to foreign influence ● Examine the effects of modernization of Japanese imperialism ● Discuss US economic imperialism in Latin America ● Understand the effects of war and reform. SOCIAL STUDIES/ WORLD HISTORY Content Statements Cumulative Progress Indicators NJCCS http://www.state.nj.us/education/c
ccs/standards/6/6­2­12.htm 6.2.12.A.3.g, 6.2.12.B.3.a 6.2.12.C.3.f, 6.2.12.D.3.c 6.2.12.D.3.d, 6.2.12.A.4.b 6.2.12.B.4.a, 6.2.12.C.4.d 6.2.12.D.4.b, 6.2.12.D.4.c 6.2.12.D.4.g http://www.corestandards.org/EL
A­Literacy/RH/9­10/ RH 9­10.1­10.10 http://www.corestandards.org/EL
A­Literacy/W/9­10/ WHST 9­10.1 ­10.10 http://www.state.nj.us/education/c
ccs/standards/9/9­1.htm st​
9.1 A­F (21​
century life and Careers) http://www.state.nj.us/education/c
ccs/standards/6/6­3­12.htm 6.3.12.c.1 (21sts Century Citizenship) Nationalism, Imperialism , Industrialization and militarism contributed to an increase in economic and military competition among European nations, the Ottoman Empire and Japan. Revised: 3/2016 SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 ACTIVITIES MAY INCLUDE DIFFERENTIATIONS 1. Extended time 2. Supplemental Materials 3. Preferred seating 4. Adjusting questions 5. Learning Centers 6. Flexible Grouping 7.Independent Study 8. As Per Student IEP ● Primary Source: Nigeria, contrast Britains colonial rule of Nigeria to other areas ● Trace the decline of the Ottoman Empire ● List Countries that were colonized in Southeast Asia ● Primary Source, “Boxer Rebellion” ●
Create a Venn Diagram of US economic influence in Latin America Assessments To show evidence of meeting this standard, students may: ● quizzes and tests ● position and reaction papers ● essays ● oral and group presentations ● group research projects ● class participation TEACHER RESOURCES TEXT BOOK: WORLD HISTORY PATTERN AND INTERACTIONS PRIMARY SOURCE DOCUMENTS APPROVED WEBSITES DVD’S POWER POINT PRESENTATIONS SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 Standard: World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Strand:​
A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives ERA ​
The Era of the Great Wars Marking Period 3 Essential Questions Enduring Understandings OBJECTIVES SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 How did World War One challenge economic and political power structures? How did the great wars give rise to a new balance of power in the world? . Identify the factors that caused the great wars. Understand the importance of the role Treaties play at the end of wars. ● Discuss how militarism and political alliance brought upon World War I ● compare strategies of the central powers and the Allied powers Recognize the changes in all aspects of society wars contribute to. ● analyze US involvement and victory the Allied powers ● understand the ramifications of the treaty of Versailles ● identify the cause and effects of the revolution Russia ● understand political and economic totalitarianism and USSR ● examine Civil War in China from the nationalist the communist perspectives ● analyze the effects of nationalism in India and Southwest Asia SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 Content Statements Cumulative Progress Indicators 6.2.12.A.3.g, 6.2.12.B.3.a 6.2.12.C.3.f, 6.2.12.D.3.c 6.2.12.D.3.d, 6.2.12.A.4.b 6.2.12.B.4.a, 6.2.12.C.4.d 6.2.12.D.4.b, 6.2.12.D.4.c 6.2.12.D.4.g The great wars resulted in http://www.corestandards.org/EL
unprecendented death and A­Literacy/RH/9­10/ destruction as well as drastic RH 9­10.1­10.10 changes in political http://www.corestandards.org/EL
boundries. A­Literacy/W/9­10/ WHST 9­10.1 ­10.10 http://www.state.nj.us/education/c
ccs/standards/9/9­1.htm st​
9.1 A­F (21​
century life and Careers) http://www.state.nj.us/education/c
ccs/standards/6/6­3­12.htm 6.3.12.c.1 (21sts Century Citizenship) The failure of the Treaty of Versailles and the expansionist policies and actions of specific nations are views as major factors that resulted in the great wars. DIFFERENTIATIONS ACTIVITIES MAY INCLUDE SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 ● Create a timeline of events leading up to World War One ● View a portion of “All Queit on the Western Front”, have 1. Extended time 2. Supplemental Materials 3. Preferred seating 4. Adjusting questions 5. Learning Centers 6. Flexible Grouping 7.Independent Study 8. As Per Student IEP ●
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students write a journal entry from the point of view of a soldier. Compare maps of pre and post WWI Europe Have students research the Treaty of Versailles and ask them to list the treaties strengths and weaknesses Compare ideologies of Nationalism and Communism Trace the events that led to the Russian Revoution Assessments To show evidence of meeting this standard, students may: ● quizzes and tests ● position and reaction papers ● essays ● oral and group presentations ● group research projects ● class participation TEACHER RESOURCES TEXT BOOK: WORLD HISTORY PATTERN AND INTERACTIONS PRIMARY SOURCE DOCUMENTS APPROVED WEBSITES DVD’S POWER POINT PRESENTATIONS SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 Standard: World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Strand:​
A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives ERA ​
The 20th Century Since (1945­Today)/ Contemporary Issues Marking Period 4 Essential Questions Enduring Understandings How did the Economic crisis lead to the major conflicts of th​
the 20​
century? . A Half­Century of Crisis and Achievement: The Era of the Great Wars. What types of Governments emerged out of the economic crisis and conflicts? Why do some societies engage in genocides? The challenges of the 20th Century Since 1945: Challenges for the Modern World. OBJECTIVES ● Understand Postwar Uncertainty and its Impact on Science & Culture ● Examine the Economic & Social Impact of the Great Depression & the New Deal ● Analyze the Rise of Fascism in Europe ● Compare Fascist Aggression in Europe & Japan ● Examine Hitler's Blitzkrieg and the Allied Response ● Analyze Japan's Military Campaign in the Pacific Understand Social and Ethical Implications of the Holocaust Understand How the Allied Powers Achieved Victor ● Compare Perspectives of the World Superpowers at the Onset of the Cold War ● Understand the Political Implications of the Emergence of Communism in China ● Understand the Korean and Vietnam Wars from a Worldwide Perspective ●
SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 Content Statements 6.2.12.A.4.a, 6.2.12.A.4.c 6.2.12.B.4.b, 6.2.12.C.4.a 6.2.12.C.4.c, 6.2.12.D.4.i 6.2.12.D.4.k, 6.2.12.A.5.a 6.2.12.B.5.a, 6.2.12.C.5.a 6.2.12.C.5.b, 6.2.12.C.5.e http://www.corestandards.org/EL
A­Literacy/RH/9­10/ RH 9­10.1­10.10 http://www.corestandards.org/EL
A­Literacy/W/9­10/ WHST 9­10.1 ­10.10 Economic, technological, and military power and bureaucracies have been used by nations to deliberately and systematically destroy ethnic/racial, political, and cultural groups. International migration and scientific and technological improvements in the second half of the 20th century resulted in an increasingly global economy and society Cumulative Progress Indicators ● Understand How the Cold War Divided the World Politically & Socially SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 http://www.state.nj.us/education/c
ccs/standards/9/9­1.htm st​
9.1 A­F (21​
century life and Careers) http://www.state.nj.us/education/c
ccs/standards/6/6­3­12.htm 6.3.12.c.1 (21sts Century Citizenship) DIFFERENTIATIONS that are challenged by limited natural resources ACTIVITIES MAY INCLUDE ● Ask students to write a brief biography on one of the Facist leaders that rose to power post WWI ● Create a timeline of WWII events that led to US involvement ● Compare and Contrast military strategies of the Allied and Axis powers ● Research one of the Resistance groups that emerged in Europe ● Have students summarize the Nuremberg Race laws ● View photos of Hiroshima and Nagasaki ask students to form an opinion on the use of Atomic weapons ● View the film “Duck and Cover” ● Create a timeline of the US involvement in Korea 1. Extended time 2. Supplemental Materials 3. Preferred seating 4. Adjusting questions 5. Learning Centers 6. Flexible Grouping 7.Independent Study 8. As Per Student IEP SOCIAL STUDIES/ WORLD HISTORY Revised: 3/2016 Assessments To show evidence of meeting this standard, students may: ● quizzes and tests ● position and reaction papers ● essays ● oral and group presentations ● group research projects ● class participation TEACHER RESOURCES TEXT BOOK: WORLD HISTORY PATTERN AND INTERACTIONS PRIMARY SOURCE DOCUMENTS APPROVED WEBSITES DVD’S POWER POINT PRESENTATIONS