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Parsippany-Troy Hills School District SST114 – World History Honors A Course Outline for Social Studies Approved by the Board of Education ______November 13, 2014______ Developed:2005 Revised:July 2014 Approved:November 2014 Table of Contents STATEMENT OF PURPOSE .............................................................................................................................................................. 4 THE LIVING CURRICULUM .............................................................................................................................................................. 5 AFFIRMATIVE ACTION ................................................................................................................................................................... 5 GENERAL GOALS ............................................................................................................................................................................ 6 EVALUATION/ASSESSMENT ........................................................................................................................................................... 9 GRADING PROCEDURES ................................................................................................................................................................. 9 COURSE PROFICIENCIES ............................................................................................................................................................... 10 I. II. III. IV. V. VI. RENEWAL AND CHANGE (15TH- 16TH CENTURIES) – SUGGESTED TIMEFRAMES – 45 DAYS .................................................................... 12 NEW ECONOMIC AND POLITICAL INSTITUTIONS (16TH – 19TH CENTURY) – SUGGESTED TIMEFRAME: 45 DAYS ...................................... 15 STRUGGLE FOR WESTERN SUPREMACY (1850 – 1914) – SUGGESTED TIMEFRAME – 25 DAYS .............................................................. 18 THE WORLD IN TURMOIL (1914 – 1945) – SUGGESTED TIMEFRAME – 10 DAYS ................................................................................... 20 A DIVIDED WORLD: THE COLD WAR (20TH CENTURY) – SUGGESTED TIMEFRAME – 10 DAYS .............................................................. 23 A NEW WORLD ORDER (21ST CENTURY) – SUGGESTED TIMEFRAME – 30 DAYS ................................................................................... 26 BIBLIOGRAPHY ............................................................................................................................................................................ 29 APPENDIX A SAMPLE AUTHENTIC ASSESSMENT ........................................................................................................................................... 32 Sample Authentic Assessment ..................................................................................................................................................... 33 AUTHENTIC ASSESSMENT RUBRIC ................................................................................................................................................ 34 Response Level ....................................................................................................................................................................................... 34 Levels of Performance ................................................................................................................................................................ 34 Generally accurate, complete and clear .................................................................................................................................................. 34 Partially accurate, complete, and clear ................................................................................................................................................... 34 Minimally accurate, complete, and clear................................................................................................................................................. 34 Not accurate, complete, and clear ........................................................................................................................................................... 34 ● No part of the task is completed with any success. .......................................................................................................................... 34 APPENDIX B NEW JERSEY CORE CURRICULUM CONTENT STANDARDS ........................................................................................................... 37 FOR SOCIAL STUDIES ........................................................................................................................................................................................... 37 APPENDIX C NEW JERSEY CORE CURRICULUM CONTENT STANDARDS .......................................................................................................... 62 FOR TECHNOLOGY ............................................................................................................................................................................................... 62 NEW JERSEY CORE CURRICULUM CONTENT STANDARDS .............................................................................................................. 63 FOR TECHNOLOGICAL LITERACY ................................................................................................................................................... 63 APPENDIX D COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS .......................................................................................................... 78 HISTORY/SOCIAL STUDIES GRADES 9-10 ............................................................................................................................................................. 78 Key Ideas and Details ............................................................................................................................................................................... 79 Craft and Structure .................................................................................................................................................................................. 79 Integration of Knowledge and Ideas ......................................................................................................................................................... 79 Range of Reading and Level of Text Complexity ........................................................................................................................................ 79 NOTE: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. ....................................................................................................................................... 81 STATEMENT OF PURPOSE The World History Honors curriculum is designed to provide Grade 9 students with a rigorous and challenging approach to the study of the political, social, economic, and cultural traditions of the world from the Renaissance period through modern world history. Students will examine primary and secondary sources, conduct research, compare historical narratives, and use critical thinking skills to interpret historical events. Literacy skills will be utilized extensively along with oral communication skills. Students will be encouraged to make relevant connections between the past and the present. On-going assessments were designed to improve literacy skills that are vital to the Partnership for Assessment of Readiness for College and Careers (PARCC) as well as afford students an opportunity to take a hands on approach to learning. These assessments will be evaluated using specified criteria that require rigorous application by the student demonstrating learning and understanding of historical events. Requirements include summer reading, integrative essays, and position and research papers. Additional readings, which include substantial primary and secondary source evaluation and analysis, will be used to enhance the curricula. The honors course is also designed to prepare students for the Pre-Advanced Placement program in United States History, with an emphasis on document analysis, thesis and argument development, and critical reading. These activities will be differentiated based upon their needs and at the discretion of the teacher. This course is aligned with the New Jersey Core Curriculum Content Standards for Social Studies, the New Jersey Core Curriculum Content Standards for Technological Literacy, and the English Language Arts Standards History/Social Studies Grades 9-10 Common Core Standards. THE LIVING CURRICULUM Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed. AFFIRMATIVE ACTION During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course. GENERAL GOALS UNIT ESSENTIAL QUESTIONS Unit I – A Renewal and Change in Europe (15 -16 Century) – 45 days th th How and why did the world change after 1492? What was the significance of the economic, political, and cultural interrelations among peoples of Africa, Europe, Asia and the Americas, 1500‐1750? ENDURING UNDERSTANDINGS Unit II – New Economic and Political Institutions (16 19 Century) – 45 days th th How did new ideas and technology change the world? What were the social consequences of the new industrialism for the working classes? STANDARDS The interrelations among people of the world occurred with much greater frequency and impact. Large Eurasian empires were possible due to the military power and surplus of money provided by the military and fiscal revolution. The encounters between Africans, Asians, the Americas and Europeans were not equally beneficial. Europe was transformed through changes in religious theory, increasing military power, and scientific thinking. 6.2 8.1 RH.9-10 WHST.9-10 The agricultural and industrial revolutions changed the distribution of wealth and poverty in the world. The industrial revolution created important demographic, political, and social changes, including the eventual death of the cottage industries. 6.2 8.1 RH.9-10 WHST.9-10 UNIT ESSENTIAL QUESTIONS Unit IV – The World in Turmoil (1914-1945) – 25 Days ENDURING UNDERSTANDINGS How did the post WWI era lead to the rise of new political philosophies and conflict? How did WWI and the ensuing peace treaties change the political structure of Europe and the European Economy? What strengths and weaknesses characterized the Treaty of Versailles? Unit V – A Divided World: The Cold War (1945-1989) – 10 days How do the political, economic, and social differences among western eastern nations impact the world? What were the steps in the outbreak and development of the Cold War, & what led to confrontation and conflict between the USSR & the West? To what extent were cold war tensions reflected in Europe and the United States socially, culturally, and artistically? STANDARDS Twentieth century conflicts were caused by the complicated interaction of economics, alliances, nationalism and imperialism. Military technology changed considerably during WWI. Although the Treaty of Versailles ended WWI, flaws in the treaty set the stage for the coming of WWII. Communism and Fascism are vastly different systems, even though they appear alike at first glance. 6.2 8.1 RH.9-10 WHST.9-10 The Cold War resulted from a variety of conflicts between the US and USSR which began even before WWII was finished. The Cold War created cultural and social turbulence in Europe. Cold War tensions eventually led both Eastern and Western Europeans to seek ways to separate themselves from the influence of the superpowers. The existence of nuclear weapons added a new dimension to post-war conflicts and diplomacy. 6.2 8.1 RH.9-10 WHST.9-10 UNIT ESSENTIAL QUESTIONS Unit VI – A New World Order (21 Century) – 30 days st ENDURING UNDERSTANDINGS How can the inhabitants of the world meet the challenges of a global community? How has terrorism affected the world? Why does Genocide continue to occur throughout the world? Terrorism is a tool used by various people to try and bring about change. One man’s freedom fighter is another man’s terrorist. Genocides are avoidable. Each event was the result of government decisions, compliance of citizens, and the lack of interference from other nations. Genocides bring out the very best (e.g., sacrifice to help the suffering of humanity) and the very worst of humanity, (e.g., no reaction to the suffering of humanity). STANDARDS 6.2 6.3 8.1 RH.9-10 WHST.9-10 EVALUATION/ASSESSMENT Social Studies Grading Procedures Grades 9-12 Substantial assessments Daily (short-term) assessments 70% 30% May include, but not limited to, the following: May include, but not limited to, the following: Tests, Exams Long-term projects Extended written assessments Quizzes Homework Classwork These categories may include a variety of assessments suitable for all learners. GRADING PROCEDURES Final Grade – Full Year Course Full Year Course Quarterly Exams Quarterly exams shall count as 4% in Each marking period shall count as marking periods 1 and 3 20% of the final grade Quarterly exams shall count as 6% in marking periods 2 and 4 PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES Course: SST114 Title: World History Honors – Grade 9 In accordance with district policy as mandated by the New Jersey Administrative Code and the New Jersey Core Curriculum Content Standards, the following are proficiencies required for the successful completion of the above named course. The student will: 1. analyze the geographical & political boundaries of the world in the 15th century. 2. identify & describe the political, social, & economic characteristics of the significant dynasties and empires of the world at the time; East Asia – China, Japan, Korea, India, Southwest Asia, Persia, Ottoman, Africa, Europe, the Americas. 3. assess the changes the Renaissance & Reformation had on Europeans’ world view. 4. analyze the importance of the individual and the changes brought about in the Renaissance. 5. assess the cultural diffusion that occurred between Europeans, Africans, Asians, and Americans as a result of exploration and colonization. 6. evaluate the political and economic impact of exploration & colonization on Europe, Africa, Asia, and the Americas. 7. evaluate the religious and cultural changes on the world as the result of Renaissance & Exploration. 8. examine how the Scientific Revolution & Enlightenment altered Europe’s world view and political structure. 9. evaluate Revolution as a means for inducing change. 10. compare & contrast significant political revolutions during the 16 th – 19th Centuries. 11. examine how industrialization in Europe challenged traditional agrarian values. 12. analyze the inherent factors necessary for the emergence of industrial areas. 13. evaluate the beneficial & detrimental effects of the Industrial Revolution on the world. 14. explain how nationalism can lead to the rise & decline of nation states. 15. analyze the way various advances enabled one nation to dominate another. 16. define imperialism and compare and contrast its impact through the 16 – 20th Centuries. 17. analyze the impact of imperialism on the occupied nation and the occupying nation. Proficiencies (continued) 18. describe the political and ideological philosophies that impacted the 20 th Century, including fascism & communism/socialism both politically, socially, and economically. 19. identify the causes and effects of WWI and WWII. 20. evaluate the impact that WWI and WWII had on the world. 21. identify the role geography played before, during, and after WWI and WWII both politically and militarily. 22. analyze the impact of technology (communication, transportation, weaponry) and propaganda during WWI and WWII. 23. identify how women’s roles changed in the post war era. 24. analyze the political, social, and economic outcomes of WWII, leading to and during the Cold War. 25. analyze the impact of communism in various areas of the world; Europe, Asia, Latin America. 26. judge the effectiveness of the transition from colonized to independent nations: Middle East, Africa, and Asia. 27. analyze the rise of modern nation states in Asia including China, Japan, and Korea. 28. compare and identify the rise of nationalism and the inspirational leaders associated with the movement in China, Turkey, and India. 29. describe the political, social, and economic outcomes of post WWII Latin America. 30. analyze the impact of the creation and existence of Israel in world geo-politics. 31. compare and contrast free market capitalism, western European democratic socialism, and Soviet communism. 32. assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives. 33. demonstrate the effects of technology, communication, and global interactions on the individual and our perception of humaneness. 34. describe historical examples of prejudice and genocide based on religious and cultural differences (i.e. Bosnia, Africa, Europe, Middle East, Asia). 35. compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide and describe the long-term consequences of genocide of all involved. 36. evaluate the impact of terrorism on the world stability and the prospect of peace. 37. examine and describe the various ways the world leaders have dealt with terrorism. 38. analyze the trends in the direction of a global economy and culture. 39. analyze and discuss current global problems. I. RENEWAL AND CHANGE (15 - 16 CENTURIES) – SUGGESTED TIMEFRAMES – 45 DAYS TH TH Essential Questions: How and why did the world change after 1492? What was the significance of the economic, political, and cultural interrelations among peoples of Africa, Europe, Asia and the Americas, 1500‐1750? Enduring Understandings: The interrelations among people of the world occurred with much greater frequency and impact. Large Eurasian empires were possible due to the military power and surplus of money provided by the military and fiscal revolution. The encounters between Africans, Asians, the Americas and Europeans were not equally beneficial. Europe was transformed through changes in religious theory, increasing military power, and scientific thinking. RENEWAL AND CHANGE (15TH- 16TH CENTURIES) PROFICIENCY / OBJECTIVE STANDARDS The student will be able to: 1. 2. identify and describe the political, social, and economic characteristics of the significant dynasties and empires of the world at the time: East Asia –China, Japan, Korea; Southwest Asia – India, Persia, Ottoman; Africa; Europe; The Americas. (1, 2) assess the changes the Renaissance and Reformation had on Europe’s world view. (3) SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT TEACHER NOTES Students will: 6.2.12.C.1.a 6.2.12.A.1.a 6.2.12.C.1.b 6.2.12.C.1.c 6.2.12.C.1.e 6.2.12.C.1.d RH.9-10.2 WHST.9-10.110 6.2.12.D.2.a 6.2.12.D.2.b 6.2.12.D.2.d 6.2.12.B.1.a 6.2.12.B.1.b RH.9-10.3, 6 WHST.9-10.1-5 8.1.12.E.2 analyze the geographical and political boundaries of the world in the 15th century through the use the Internet and various programs and apps to identify the geographical and political boundaries of the world. Teacher observation in an Art Coffee-House activity, analyze techniques and styles of artwork and follow up with a creative story about the piece. Teacher-generated rubric answer the following in an essay: which dynasty/empire do you feel made the most significant contributions? East Asia, Southwest Asia, Africa, Europe, or the Americas? Explain your answer. Students create a Facebook page for various Renaissance men and their contributions reflected change of the time period. Teacher-generated rubric answer the following in a journal: What impact did the Renaissance and Reformation have on Europe’s world view and politics? Teacher-generated rubric Teacher observation of analysis and class discussion have students use iPads http://www.timemaps.com/ - Free interactive World History Atlas, http://geacron.com/homeen/ Students may use their iPad and multimedia resources, including the Internet, for research RENEWAL AND CHANGE (15TH- 16TH CENTURIES) PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY The student will be able to: Students will: 2. Continued use the Internet to examine art work which illustrates new techniques of the Renaissance and compare to that of Middle Ages and create a short video using Movie-maker or I-Movie®. Using the interactive textbook use the 95-Theses primary source to define vocabulary that decodes the context clues on each theses (PARCC). 3. analyze the importance of the individual and the changes brought about in the Renaissance. (4) assess the cultural diffusion that occurred between Europeans, Africans, Asians, and Americans as a result of exploration and colonization. (5) 5. evaluate the political and economic impact of exploration and colonization on Europe, Africa, Asia and the Americas. (6) 4. 6.2.12.D.2.c 6.2.12.D.2.e 6.2.12.B.2.b 6.2.12.B.2.a RH.9-10.5 WHST.9-10.1-5 6.2.12.D.1.a 6.2.12.D.1.d RH.9-10.3 6.2.12.C.2.a 6.2.12.D.1.e 6.2.12.D.1.c RH.9-10.2 WHST.9-10.110 8.1.12.A.5 8.1.12.E.2 EVALUATION/ ASSESSMENT Movie-maker or IMovie® presentation of art work, its relevance to time period and its impact on other artists Teacher observation Completed vocabulary list Classroom discussion participate in class discussion evaluating the reasons why the Renaissance began in Italy. Teacher observation and monitoring participate in a gallery walk of Renaissance art and identify influences from Eastern and Greek and Roman cultures. Teacher-created rubric Peer evaluation answer the following in an essay: is Martin Luther a revolutionary or a reformer, explain? participate in a Jigsaw activity to identify and analyze different countries motives for and impact of exploration. answer the following question for homework: Which economic system do you think was more fiscally responsible for a country a barter system or a monetary system TEACHER NOTES Refer to sample PARCC activities on SharePoint in social studies section Teacher-created rubric Teacher observation and monitoring Completed journal entry and peer evaluation Students may use their iPad and multimedia resources, including the Internet, for research RENEWAL AND CHANGE (15TH- 16TH CENTURIES) PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT The student will be able to: Students will: 5. Continued conduct research and answer the following in an essay: Did the slave trade have more benefits or drawbacks for the New World? Teacher-created rubric answer the following in an essay: Can the institution of slavery lead to a cultural genocide? participate in a primary source analysis after reading: The Prince by Niccolo Machiavelli and answer the following in a journal entry: What kinds of historical examples does Machiavelli use to express his thoughts? How does his choice of examples reflect the principles of the Renaissance? Teacher-created rubric create an illustrated children’s book that identifies and examines the impact of exploration on Asia, Europe, Africa, and the Americas. Teacher-generated rubric view “The Mission” and discuss the European influence on South Americans. Teacher observation Movie analysis packet answer the following in a journal based upon “The Mission:” Based on the movie, how do the church, state, and Indigenous peoples interact? Teacher-created rubric create tombstones for significant scientific thinkers Teacher-created rubric Peer evaluation 6. evaluate the religious and cultural changes on the world as the result of Renaissance and Exploration. (7) 6.2.12.B.2.b 6.2.12.D.1.f RH.9-10.1 WHST.9-10.110 8.1.12.A.5 which will highlight their accomplishments and follow up with PARCC type questions Teacher evaluation of analysis, teachercreated rubric TEACHER NOTES II. NEW ECONOMIC AND POLITICAL INSTITUTIONS (16TH – 19TH CENTURY) – SUGGESTED TIMEFRAME: 45 DAYS Essential Questions: How did new ideas and technology change the world? How did new ideas and technology change the world? What were the social consequences of the new industrialism for the working classes? Enduring Understandings: The agricultural and industrial revolutions changed the distribution of wealth and poverty in the world. The industrial revolution created important demographic, political, and social changes, including the eventual death of the cottage industries. NEW ECONOMIC AND POLITICAL INSTITUTIONS (16TH – 19TH CENTURY) PROFICIENCY / OBJECTIVE STANDARDS The student will be able to: 7. examine how the Scientific Revolution and Enlightenment altered Europe’s world view and political structure. (8) 8. evaluate Revolution as a means for inducing change. (9) 9. compare and contrast significant political revolutions during the 16th - 19th centuries. (10) SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT TEACHER NOTES Students will: 6.2.12.A.2.a 6.2.12.A.2.b 6.2.12.A.2.c RH.9-10.5 8.1.12.E.2 6.2.12.A.3.b 6.2.12.A.3.c 6.2.12.A.3.d 6.2.12.B.3.c 6.2.12.D.3.a RH.9-10.9 6.2.12.A.3.b 6.2.12.A.3.c 6.2.12.A.3.d 6.2.12.B.3.c RH.9-10.7 RH.9-10.3 RH.9-10.8 WHST.9-10.110 8.1.12.E.2 8.1.12.A.5 in written form, outline the views of significant Enlightenment thinkers such as Voltaire, Locke, Montesquieu, Rosseau, and Wollstonecraft and compare the impact each had on the American and French revolutionaries (PARCC) Teacher observation of student analysis Completed outline “write an inductee speech into the Science Hall of Fame.” listen to and examine the lyrics of the Beatles song “Revolution” and put into context with 18th/19th century revolutionaries. Teacher –created rubric read and research various sources to create a multimedia presentation that will compare and contrast the different political revolutions. Teacher –created rubric view segments of the History Channel’s The French Revolution and determine the cause and effects. Movie analysis charts and summaries answer the following in an essay: What effects did the French Revolution have on Europe and the World? participate in a meeting of the Estates General – Are you a moderate, radical or loyal to the crown? Teacher –created rubric Students may use their iPad and multimedia resources, including the Internet, for research Teacher observation of student analysis and connections Students may use their iPad and multimedia resources, including the Internet, for research NEW ECONOMIC AND POLITICAL INSTITUTIONS (16TH – 19TH CENTURY) PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT The student will be able to: Students will: 9. Continued write a letter to an absolute monarch explaining why this system is best or needs to be abolished. Teacher-created rubric create a political cartoon depicting an event from the French Revolution. Using the interactive textbook use the Communist Manifesto document to identify the structure of each paragraph (Evidence, Conclusion, Transitional Paragraph) to answer the prompt - “What are the effects of modern industry and the factory system?” (PARCC) Teacher-created rubric answer the following in a journal entry: How did industrialization affect European agriculture? Teacher-created rubric 10. examine how industrialization in Europe challenged traditional agrarian values. (11) 11. analyze the inherent factors necessary for the emergence of industrial areas. (12) 6.2.12.A.3.e 6.2.12.A.3.f 6.2.12.B.3.b 6.2.12.C.3.a 6.2.12.C.3.b 6.2.12.C.3.c 6.2.12.C.3.d 6.2.12.C.3.e 6.2.12.C.3.f 6.2.12.D.3.b RH.9-10.3 WHST.9-10.110 6.2.12.A.3.e 6.2.12.A.3.f 6.2.12.B.3.b 6.2.12.C.3.a 6.2.12.C.3.b 6.2.12.C.3.c 6.2.12.C.3.d 6.2.12.C.3.e 6.2.12.C.3.f 6.2.12.D.3.b RH.9-10.3 WHST.9-10.110 8.1.12.E.2 8.1.12.F.5 create a PowerPoint® or Prezi presentation examining absolute monarchs and/or Enlightenment thinkers and how their actions lead to the emergence of industry. answer the following in an essay: what factors led to the industrialization of Europe? Teacher-created rubric outlining requirements for the interview Scored using specified criteria on a rubric Teacher-created rubric TEACHER NOTES Refer to PARCC samples on SharePoint under Social Studies Students may use their iPad and multimedia resources, including the Internet, for research NEW ECONOMIC AND POLITICAL INSTITUTIONS (16TH – 19TH CENTURY) PROFICIENCY / OBJECTIVE STANDARDS The student will be able to: 12. evaluate the beneficial and detrimental effects of the Industrial Revolution on the world. (13) SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT Students will: 6.2.12.A.3.e 6.2.12.A.3.f 6.2.12.B.3.b 6.2.12.C.3.a 6.2.12.C.3.b 6.2.12.C.3.c 6.2.12.C.3.d 6.2.12.C.3.e 6.2.12.C.3.f 6.2.12.D.3.b RH.9-10.9 WHST.9-10.1, 2 Using primary sources from both factory workers and factory owners - split the class into workers and owners and debate the benefits and problems of child labor. Teacher-created rubric Written analysis Create a presentation detailing the “then and now” of industrialization. Teacher-created rubric TEACHER NOTES III. STRUGGLE FOR WESTERN SUPREMACY (1850 – 1914) – SUGGESTED TIMEFRAME – 25 DAYS Essential Questions: How does the development of nationalism impact people, nations, and empires? How did imperialism affect the cultural, social, political, and economic climate of societies? Enduring Understandings: Imperialism transforms the political, economic, and cultural systems of both imperial countries and those colonized. Nationalism unifies some nations and devastates others. STRUGGLE FOR WESTERN SUPREMACY (1850 – 1914) PROFICIENCY / OBJECTIVE STANDARDS The student will be able to: 13. explain how nationalism can lead to the rise and decline of nation states. (14) 14. analyze the ways various advances enabled one nation to dominate another. (15) SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT TEACHER NOTES Students will: 6.2.12.A.1.a 6.2.12.B.1.a 6.2.12.B.1.b 6.2.12.C.1.a 6.2.12.C.1.b 6.2.12.C.1.c 6.2.12.C.1.d 6.2.12.C.1.e RH.9-10.10 WHST.9-10.110 8.1.12.E.2 research and write an essay outlining reasons for and the effects of imperialism in Africa, Asia, Latin America, and the Middle East. Teacher-created rubric Using primary and secondary sources compare and contrast the process of unification for Germany and Italy. (PARCC) Teacher-created rubric Refer to Facts on File for sources and textbook cd Utilize research simulation approach 6.2.12.B.1.a 6.2.12.B.1.b 6.2.12.C.1.a 6.2.12.C.1.b 6.2.12.C.1.c 6.2.12.C.1.d 6.2.12.C.1.e 6.2.12.D.1.a 6.2.12.D.1.b 6.2.12.D.1.c 6.2.12.D.1.d 6.2.12.D.1.e 6.2.12.D.1.f RH.9-10.8 8.1.12.E.2 participate in a class debate on whether a powerful nation has the right to colonize the weaker nation. Teacher-created rubric Students may use their iPad and multimedia resources, including the Internet, for research STRUGGLE FOR WESTERN SUPREMACY (1850 – 1914) PROFICIENCY / OBJECTIVE STANDARDS The student will be able to: 15. define imperialism and compare and contrast its impact through the 16th – 20th centuries. (16) 16. analyze the impact of imperialism on the occupied nation and the occupying nation. (17) SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT TEACHER NOTES Students will: 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.g 6.2.12.B.3.a 6.2.12.B.3.b 6.2.12.B.3.c 6.2.12.C.3.c 6.2.12.C.3.d 6.2.12.C.3.e 6.2.12.C.3.f 6.2.12.D.3.c 6.2.12.D.3.d 6.2.12.D.3.e RH.9-10.9 WHST.9-10.15 6.2.12.B.3.a 6.2.12.B.3.b 6.2.12.B.3.c RH.9-10.1 WHST.9-10.110 8.1.12.A.5 create an original political cartoon satirizing imperialistic actions of the Europeans. Teacher-created rubric write a speech which advocates the independence of nations during the 1840s. Teacher-created rubric Peer evaluation research and write a paper outlining the causes, methods and results of the Latin revolutions. Teacher observation Teacher-created rubric Students may use their iPad and multimedia resources, including the Internet, for research IV. THE WORLD IN TURMOIL (1914 – 1945) – SUGGESTED TIMEFRAME – 10 DAYS Essential Questions: How did the post WWI era lead to the rise of new political philosophies and conflict? How did WWI and the ensuing peace treaties change the political structure of Europe and the European Economy? What strengths and weaknesses characterized the Treaty of Versailles? Enduring Understandings: Twentieth century conflicts were caused by the complicated interaction of economics, alliances, nationalism and imperialism. Military technology changed considerably during WWI. Although the Treaty of Versailles ended WWI, flaws in the treaty set the stage for the coming of WWII. THE WORLD IN TURMOIL (1914 – 1945) PROFICIENCY / OBJECTIVE STANDARDS The student will be able to: 17. describe the political and ideological philosophies that impacted the 20th century including fascism and communism/socialism both politically, culturally, and economically. (18) 18. identify the causes and effects of WWI and WWII. (19) SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT TEACHER NOTES Students may use their iPad and multimedia resources, including the Internet, for research Students will: 6.2.12.A.4.a 6.2.12.D.4.h 6.2.12.C.4.a RH.9-10.1 RH.9-10.2 RH.9-10.4 WHST.9-10.15, 7-10 8.1.12.E.2 8.1.12.A.5 research and complete a DBQ based on the political and ideological philosophies that impacted the 20th century (Follow research simulation method). Completed timeline Teacher-created rubric research and debate on what caused many European nations to fall to totalitarianism - and how totalitarian governments differ from constitutional governments. Teacher-created rubric Written response 6.2.12.D.4.a 6.2.12.D.4.b 6.2.12.D.4.c 6.2.12.D.4.d 6.2.12.D.4.e 6.2.12.C.4.c RH.9-10.2 RH.9-10.4 WHST.9-10.110 8.1.12.E.2 design and create propaganda posters for the wars. Written analysis complete research and graphic organizer highlighting the causes and effects of both wars. Completed graphic organizer assess the provisions of the armistice and in a journal entry: Analyze differences between the two sides regarding those provisions. Written response Teacher-created rubric conduct a simulation activity to create a new Treaty of Versailles with representatives from the U.S., Great Britain, France and Italy - but also add Germany and the Soviet Union. Teacher observation and monitoring of analytical and persuasive skills Students may use their iPad and multimedia resources, including the Internet, for research Use multiple resources from each country’s role in the war and analyze the condition they were left in THE WORLD IN TURMOIL (1914 – 1945) PROFICIENCY / OBJECTIVE STANDARDS The student will be able to: 19. evaluate the impact that WWI and WWII had on the world. (20) 20. Identify the role geography played before, during, and after WWI and WWII both politically and militarily. (21) 21. analyze the impact of technology (communication, transportation, weaponry) and propaganda during WWI and WWII. (22) SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT TEACHER NOTES Students will: 6.2.12.D.4.j 6.2.12.B.4.d 6.2.12.D.4.f 6.2.12.D.4.k 6.2.12.D.4.l RH.9-10.5 6.2.12.B.4.a 6.2.12.B.4.b 6.2.12.B.4.c RH.9-10.6 8.1.12.E.2 8.1.12.A.5 6.2.12.C.4.b 6.2.12.C.4.d 6.2.12.D.4.g RH.9-10.8 RH.9-10.9 WHST.9-10.110 8.1.A.A.2 8.1.A.F.1 create a map to highlight and analyze geographical change in the post-war world. Teacher observation and monitoring of map skills research and compare how countries rebounded from their involvement in both wars geographically, culturally, and politically. Student-centered discussion answer the following homework prompt: What motivation did imperialized nations have to fight for their parent country in war? Written response assess the economic impact of both wars on the various European economies through written response or class discussion. using a map, highlight the non-European countries who were involved in the war, and analyze what made them become involved. Student-centered discussion OR Written response Teacher observation using eyewitness accounts of WWII battles compare how geography and climate impacted those battles. (e.g. D-Day, Battle of the Bulge, Kasserine Pass) Teacher-created rubric analyze the geography of Europe and the advantages Germany had to expand through class discussion. recreate trench warfare using desks to create barrier trenches with “no man’s land” in the middle and paper as bombs and poison gas. Enhance with readings of All Quiet on the Western Front and slide photos. Teacher observation Use interactive map with textbook Teacher observation and monitoring Online text has interactive trench warfare map THE WORLD IN TURMOIL (1914 – 1945) PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT The student will be able to: Students will: 21. Continued create a propaganda war poster for WWII on the rise of various authoritarian regimes and utilize the gallery walk method for peer and teacher evaluation. Scored using specified criteria and rubrics track the evolution of military technology from WWI to WWII and today and determine how this has impacted military action throughout time. Presentation or written response research and answer the following in a DBQ essay: What effect did technology have on the two world wars? (Follow research simulation activity method.) Teacher-created rubrics TEACHER NOTES Students may use their iPad and multimedia resources, including the Internet, for research Students may use their iPad and multimedia resources, including the Internet, for research V. A DIVIDED WORLD: THE COLD WAR (20TH CENTURY) – SUGGESTED TIMEFRAME – 10 DAYS Essential Questions: How do the political, economic, and social differences among western eastern nations impact the world? What were the steps in the outbreak and development of the Cold War, & what led to confrontation and conflict between the USSR & the West? To what extent were cold war tensions reflected in Europe and the United States socially, culturally, and artistically? Enduring Understandings: The Cold War resulted from a variety of conflicts between the US and USSR which began even before WWII was finished. The Cold War created cultural and social turbulence in Europe. Cold War tensions eventually led both Eastern and Western Europeans to seek ways to separate themselves from the influence of the superpowers. The existence of nuclear weapons added a new dimension to post-war conflicts and diplomacy. A DIVIDED WORLD: THE COLD WAR (20TH CENTURY) PROFICIENCY / OBJECTIVE The student will be able to: 22. identify how women’s roles changed in the post war era. (23) 23. analyze the political, social, and economic outcomes of WWII leading to, and during, the Cold War. (24) EVALUATION/ ASSESSMENT TEACHER NOTES research and create a multimedia presentation identifying the role of women in the post-war era in the U.S., Europe, and Asia. Teacher-created rubric Students may use their iPad and multimedia resources, including the Internet, for research create a map that highlights the new nations created in post-WWII and analyze the differences between those areas controlled by communism and those that were not. Teacher monitoring of map skills Class discussion participate in a class discussion that will evaluate the effectiveness of either of the following: NATO, the UN and the EU in this era. (Concluding statements can be written in a journal entry.) Teaching monitoring and observation research and analyze the conflicts that arose from boundary disputes post WWII. Journal response STANDARDS SUGGESTED ACTIVITY Students will: 6.2.12.D.4.j 6.2.12.D.5.d RH.9-10.4 8.1.A.F.1 6.2.12.A.5.a 6.2.12.A.5.b 6.2.12.B.5.a 6.2.12.B.5.b 6.2.12.B.5.c 6.2.12.B.5.e 6.2.12.C.5.a 6.2.12.C.5.f RH.9-10.7 RH.9-10.5 8.1.12.F.1 Students may use their iPad and multimedia resources, including the Internet, for research A DIVIDED WORLD: THE COLD WAR (20TH CENTURY) PROFICIENCY / OBJECTIVE STANDARDS The student will be able to: 24. analyze the impact of communism in various areas of the world, Europe, Asia and Latin America. (25) 25. judge the effectiveness of the transition from colonized to independent nations. (Middle East, Africa, and Asia) (26) 26. analyze the rise of modern nation states in Asia including China, Japan, and Korea. (27) 27. compare and identify the rise of nationalism and the inspirational leaders associated with the movement in China, Turkey, and India. (28) 28. describe the political, social and economic outcomes of post-WWII Latin America. (29) SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT TEACHER NOTES Students will: 6.2.12.C.5.e 6.2.12.B.5.a RH.9-10.8 RH.9-10.10 WHST.9-10.110 8.1.A.F.1 using a Venn diagram, compare and contrast the ideas of communism between Mao and Lenin. Completed Venn diagram conduct research and answer the following in a DBQ: How did communism affect various areas of the world? (Research simulation activity) Teacher-created rubric 6.2.12.D.5.a 6.2.12.A.5.c 6.2.12.A.5.d 6.2.12.C.5.d RH.9-10.9 RH.9-10.7 8.1.12.F.1 create a Venn diagram on the decolonization in African nations comparing peaceful decolonization to that of violence in order to achieve independence. Completed Venn diagram Create a digital presentation on significant leaders in each country’s independence movement. Teacher-created rubric 6.2.12.D.5.a 6.2.12.B.5.d RH.9-10.7 create a graphic organizer and bar graph showcasing various aspects and changes in population, economy, and government. Teacher-created rubric 6.2.12.A.4.b 6.2.12.D.5.b RH.9-10.2 WHST.9-10.9 8.1.A.12.F.1 create an illustrated timeline highlighting how people and events led to the rise of nationalism in each country. Teacher-created rubric conduct a class debate using the prompt: How should oppressive rule be resisted - with violent or nonviolent action (Mao vs. Gandhi)? Teacher observation in a journal like response, answer the following: How did WWI provide an atmosphere for political change in India and southwest Asia? complete research and an essay focusing on the political, social, and economic outcomes for postWWII Latin America. Written response Peer evaluation 6.2.12.D.5.a RH.9-10.4 WHST.9-10.110 Teacher-created rubric Students may use their iPad and multimedia resources, including the Internet, for research Students may use their iPad and multimedia resources, including the Internet, for research Students can use Keynote and / or Numbers to create graphs Students may use their iPad and multimedia resources, including the Internet, for research A DIVIDED WORLD: THE COLD WAR (20TH CENTURY) PROFICIENCY / OBJECTIVE STANDARDS The student will be able to: 29. analyze the impact of the creation and existence of Israel in world geo-politics. (30) 30. compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. (31) 31. assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives. (32) SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT TEACHER NOTES Students will: 6.2.12.C.5.d 6.2.12.B.5.d RH.9-10.1 WHST.9-10.110 8.1.A.12.F.1 8.1.A.12.A.2 6.2.12.C.5.b RH.9-10.4 WHST.9 - 10.1, 10.6, 10.8 8.1.A.12.F.1 6.2.12.B.5.b 6.2.12.C.5.c RH.9-10.8 WHST.9 - 10.2, 10.7 research and complete an essay on the impact the creation of Israel had on the world with a focus on world geography and politics. Completed research guide Teacher observation Teacher-created rubric participate in a class debate where students provide specific evidence on which economic system is the most effective for a country. Teacher-created rubric and monitoring of analytical skills research and write a college letter of recommendation for either Lenin or Marx. listen to the song, “We Didn’t Start the Fire,” and identify the global issues that existed during the Cold War time period. Written response research and elaborate in written form on the idea of “brinkmanship” and how it lead to the increase of arms between the U.S. and USSR. Written response Teacher observation Utilize the iPad to view various maps Follow up by answering a PARCC-type question http://www.parcconline. org/sites/parcc/files/Gra de9SampleItemSet.pdf VI. A NEW WORLD ORDER (21ST CENTURY) – SUGGESTED TIMEFRAME – 30 DAYS Essential Questions: How can the inhabitants of the world meet the challenges of a global community? How has terrorism affected the world? Why does Genocide continue to occur throughout the world? Enduring Understandings: Terrorism is a tool used by various people to try and bring about change. One man’s freedom fighter is another man’s terrorist. Genocides are avoidable. Each event was the result of government decisions, compliance of citizens, and the lack of interference from other nations. Genocides bring out the very best (e.g., sacrifice to help the suffering of humanity) and the very worst of humanity, (e.g., no reaction to the suffering of humanity). A NEW WORLD ORDER (21ST CENTURY) PROFICIENCY / OBJECTIVE STANDARDS The student will be able to: 32. demonstrate the effects of technology, communication, and global interactions on the individual and our perception of humaneness. (33) 33. describe historical examples of prejudice and genocide based on religious and cultural differences (i.e., Bosnia, Africa, Europe, Middle East, Asia). (34) SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT TEACHER NOTES Students will: 6.2.12.D.5.c 6.2.12.C.6.d RH.9-10.8 WHST.9-10.110 8.1.12.C.1 8.1.12.F.1 6.2.12.A.4.c 6.2.12.A.4.d 6.2.12.A.5.d 6.2.12.A.5.e 6.2.12.D.4.i RH.9-10.9 8.1.12.F.1 research a developing nation and answer the following in an essay: What role does technology, communication, and global interactions have on a developing nation? Written analysis using information from interviews of people across generations and newspaper articles do a research simulation activity answering “Has technology improved or diminished social interaction with people?” (PARCC) study a different act of genocide in small groups and share their findings with the class in a multi-media presentation. Teacher-created rubric create a map highlighting various worldwide genocides in the 20th and 21st centuries - highlight the perpetrator, target, and outcome and answer the following question: What role does peer pressure take in the continued existence of genocide? Completed map Written response Teacher-created rubric Students may use their iPad and multimedia resources, including the Internet, for research Students may use their iPad and multimedia resources, including the Internet, for research A NEW WORLD ORDER (21ST CENTURY) PROFICIENCY / OBJECTIVE STANDARDS The student will be able to: 34. compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved. (35) 35. evaluate the impact of terrorism on the world stability and the prospect of peace. (36) 36. describe the various ways the world leaders have dealt with terrorism. (37) 37. analyze the trends in the direction of a global economy and culture. (38) SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT TEACHER NOTES Students will: 6.2.12.A.4.c 6.2.12.A.4.d 6.2.12.A.5.d 6.2.12.A.5.e 6.2.12.D.4.i RH.9-10.9 jigsaw activity incorporating primary sources comparing the roles of perpetrators, bystanders, and rescuers in genocides of the 20th century, utilize PARCC reading comprehension strategies. Teacher observation 6.2.12.A.6.c 6.3.12.C.1 6.3.12.D.1 RH.9-10.3 WHST.9-10.110 8.1.12.F.1 8.1.12.D.1 6.2.12.A.6.d 6.3.12.C.1 RH.9-10.9 WHST.9-10.110 create a newspaper that shows various acts of terrorism from the 20th and 21st centuries. Teacher-created guidelines and rubric participate in a debate focusing on the various approaches world leaders could have taken to combat terrorism, followed by an essay arguing which approach was most effective. Essay will include specific vocabulary aligned with the unit of study. Teacher-created guidelines and rubric 6.2.12.C.5.g 6.2.12.B.6.a 6.2.12.C.6.a 6.2.12.C.6.b 6.2.12.C.6.c 6.3.12.B.1 6.3.12.A.1 RH.9-10.4 WHST.9-10.15 8.1.12.C.1 create a collage of photographs, with written explanations from various forms of media, that illustrate the global economy. Criteria on teachercreated guidelines/rubric analyze contemporary music’s reflection of global concerns and write an essay comparing and contrasting two songs of their choice. Written lyrics and analysis survey where items in the classroom were made and map the locations to see how globalization has impacted the world economy. Teacher-created guidelines and rubric Refer to SharePoint PARCC activities http://sharepoint.pthsd. k12.nj.us/ci/socialstudie s/default.aspx Refer to SharePoint PARCC activities http://sharepoint.pthsd. k12.nj.us/ci/socialstudie s/default.aspx (vocabulary activities) A NEW WORLD ORDER (21ST CENTURY) PROFICIENCY / OBJECTIVE STANDARDS SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT The student will be able to: Students will: 37. Continued research and evaluate efforts of organizations aimed to solve social inequalities. Completed research packet propose a new and more effective organization aimed at solving social inequalities. participate in a roundtable discussion between Osama Bin Laden, Barack Obama, George W. Bush, Sinn Fein Leader Gerry Adams, King Abdullah of Jordan, Netanyahu of Israel, and Mahmoud Ahmadinejad of Iran. Teacher-created rubric Peer evaluation Teacher-guided discussion write an essay responding to the following: In your opinion, which leader has been most ineffective and why? Teacher-created rubric utilizing current events, compare and contrast how two countries are addressing the same social inequality. Teacher-created rubric 38. analyze current global problems. (39) 6.2.12.C.5.g 6.2.12.D.6.a 6.2.12.A.6.a 6.2.12.A.6.b 6.3.12.A.2 6.3.12.B.1 6.3.12.C.1 RH.9-10.6 WHST.9-10.110 8.1.12.F.1 8.1.12.C.1 TEACHER NOTES BIBLIOGRAPHY TEXTBOOKS Beck, Roger B., Linda Black, Larry S. Krieger, Phillip C. Naylor, and Dahia Ibo Shabaka. World History: Patterns of Interaction. N.p.: Houghton Mifflin Harcourt, 2012. Duiker, William J. & Jackson J. Spielvogel. World History Vol. II – Since 1400. California. Thomson Wadsworth, 2004. SOURCES Ellis, Elisabeth Gaynor & Anthony Esler. World History: Connections To Today. New Jersey. Prentice Hall, 2003. Holt, Reinhart and Winston. World History and Geography – Document Based Questions and Activities. New York. Holt, Reinhart and Winston. Machiavelli, Niccolo. The Prince. NAL, 1952. Marx, Karl. Communist Manifesto. New York: W.W. Norton, 1988. More, Sir Thomas. Utopia. New York: W.W. Norton, 1975. Remarque, Erich Maria. All Quiet on the Western Front. New York: Fawcett, 1975. Stone, Irving. The Agony and the Ecstasy. New York: Doubleday, 1961. Tuchman, Barbara. A Distant Mirror; The Calamitous 14th Century. Knopf: 1978. Willis, Connie. Doomsday. Crichton, Michael Timeline PRIMARY & SECONDARY SOURCES Kishlansky, Mark A. Sources of World History – Readings for World Civilization Vol. II 2nd Edition. New York. West/Wadsworth. 1999. Kovacs, Mary Anne, Kenneth S. Lambert, & James W. Lane. The Center For Learning – Book IV. Brown Publishing, USA. 1993. Lane, James. W, Robert F. Miltner, Myrna J. Warren. The Center For Learning – Book II. 1992, USA. Miltner, Robert F, Jeanette Quinn & Myrna J. Warren. The Center For Learning – Book I. 1993, USA. Stearns, Peter N, Stephen S. Gosch & Erwin P. Grieshaber. Documents in World History Vol. II The Modern Centuries; from 1500 – Present. New York. 2003. RESOURCES Movies/DVD’s Joffe, Roland. (1986). The Mission. Warner Studios. Lapping Associates, Brian. The 50 Years War: Israel and the Arabs. WGBH Educational Foundation for PBS. Boston, MA. 1999. Music Lennon, John & Paul McCartney. “Revolution.” (1973). Beatles’ Greatest Hits, Vol. II., 1967-1970. Joel, Billy “We Didn’t Start the Fire” (1989). Storm Front. WEB SITES Unit I – Renewal & Change (15th – 16th Centuries) Asia/Africa/India Studies Halsall, P. (July 14, 1998). Internet East Asian History Sourcebook. 5/18/05. Online Reference Book. http://www.fordham.edu/halsall/eastasia/eastasiasbook.html Web Sites Unit I – Renewal & Change (15th – 16th Centuries) (continued) Native American Studies Smithsonian Museum, National Museum of the American Indian. (2005). http://www.nmai.si.eduhttp://www.nmai.si.edu http://www.nmai.si.edu Medieval Period Halsall, P. (January 8, 2000). Internet Medieval Sourcebook. 5/18/05, Online Reference Book for Medieval Studies; http://www.fordham.edu/halsall/sbook.html Renaissance/Exploration/Protestant Reformation Halsall, P. (January 8, 2000). Internet Medieval Sourcebook. 5/18/05, Online Reference Book for Medieval Studies; http://www.fordham.edu/halsall/sbook.html African Slave Trade Fung, K. (2005). Sulair: Africa South of the Sahara. Board of Trustees of the Leland Stanford University. http://www-sul.stanford.edu/depts/ssrg/africa/history/hislavery.html Unit II – New Economic & Political Institutions (16th – 19th Century) Scientific Revolution/Absolutism/French Revolution/Enlightenment/Industrial Revolution Halsall, P. (2001). Internet Modern History Sourcebook. Online Reference Book. http://www.fordham.edu/halsall/mod/modsbook.html Unit III – Struggle for Western Supremacy (1850 – 1914) Nationalism/Imperialism Halsall, P. (2001). Internet Modern History Sourcebook. Online Reference Book. http://www.fordham.edu/halsall/mod/modsbook.html Lloyd, Jim. (July, 1999). Advanced Placement European History Fresno Unified School District. http://www.fresno.k12.ca.us/schools/s090/lloyd/European_History_index.htm Unit IV – The World in Turmoil (1914 – 1945) World War II British Broadcasting System. (May 18, 2005) World War Two. http://www.bbc.co.uk/history/war/wwtwo/ United States Holocaust Memorial Museum. (Revisited 2005). http://www.ushmn.org Political Cartoons Cagle, Daryl. (2003). Pro Cartoonists Index Homepage. (Revisited 2003). http://www.politicalcartoons.com Unit V – A Divided World: The Cold War Unit VI - A New World Order (The 21st Century) United States Holocaust Memorial Museum. (Revisited 2005). http://www.ushmn.org United Nations. Revisited 2005. http://www.un.org/english / General Information Facts on File. (2005). http:// www.fofweb.com Discovery Education - http://www.discoveryeducation.com/ (Streaming Plus) PARCC samples https://www.parcconline.org/sites/parcc/files/Grade11SampleItems.pdf PARCC reference http://sharepoint.pthsd.k12.nj.us/ci/socialstudies/Lists/Announcements/DispForm.aspx?ID=63&Source=http%3A%2F%2Fsharepoint%2Epthsd% 2Ek12%2Enj%2Eus%2Fci%2Fsocialstudies%2Fdefault%2Easpx APPENDIX A SAMPLE AUTHENTIC ASSESSMENT Sample Authentic Assessment Instructions: Your class has just been chosen to design a unique memorial for one of the following World War II events: Japanese Attack on Pearl Harbor, D-Day Invasion, the bombings of Hiroshima and Nagasaki, the massacre of Nanjing/Nanking and the Holocaust. Your group, of at least two students, but no more than four, will be proposing your memorial to your U.S. Senators, in hopes that your memorial will be built in Trenton, NJ. Your project must be in a multimedia format and your speech must be persuasive. The following must be included in your presentation: 1. an artistic rendering of the memorial, (You may choose to create a 3-D model, which is acceptable.) 2. a description of the event, including an explanation of why you chose it, 3. a map identifying where the original event occurred, 4. a persuasive speech and letter that will be given to your classmates and U.S. Senators, 5. a works cited page identifying the resources that were used, including pictures. AUTHENTIC ASSESSMENT RUBRIC Response Level Expert Practitioner Emerging Novice Levels of Performance Generally accurate, complete and clear ● All or most parts of the task are successfully completed; the intents of all parts of the task are addressed with appropriate strategies and procedures. ● There is evidence that the student has a clear understanding of key concepts and procedures. ● Student work and explanations are clear. ● Additional illustrations or information, if present, enhance communication. ● Answers for all parts are correct or reasonable. Partially accurate, complete, and clear ● Some parts of the task are successfully completed; other parts are attempted and their intents addressed, but they are not successfully completed. ● There is evidence that the student has partial understanding of key concepts and procedures. ● Some student work and explanations are clear, but it is necessary to make inferences to understand the response. ● Additional illustrations or information, if present, may not enhance communication significantly. ● Answers for some parts are correct, but partially correct or incorrect for others. Minimally accurate, complete, and clear ● A part (or parts) of the task is (are) addressed with minimal success, while other parts are omitted or incorrect. ● There is minimal or limited evidence that the student understands concepts and procedures. ● Student work and explanations may be difficult to follow, and it is necessary to fill in the gaps to understand the response. ● Additional illustrations or information, if present, do not enhance communication and may be irrelevant. ● Answers to most parts are incorrect. Not accurate, complete, and clear ● No part of the task is completed with any success. ● There is little, if any, evidence that the student understands key concepts and procedures. ● Student work and explanations are very difficult to follow and may be incomprehensible. ● Any additional illustrations, if present, do not enhance communication and are irrelevant. ● Answers to all parts are incorrect. Example of an Oral Speech Summative Assessment Rubric Expectations Introduction Will provide the audience with a clear understanding of the topic. Beginning Opening does not grab the attention of the audience Developing Opening grabs the attention of the audience Proficient Opening grabs the attention of the audience Accomplished Opening grabs the attention of the audience The main point of the speech is not explained with clarity Identifies the topic and includes a thesis Identifies the topic and includes a thesis Clearly identifies the topic and includes a thesis Drama was used Drama used somewhat effectively Drama used effectively Some evidence of rehearsal of speech Completely prepared, has rehearsed speech Completely prepared, has obviously rehearsed speech Eye contact established with audience some of the time Eye contact established with audience virtually most of the time Eye contact established with audience virtually all of the time Speaks neither too quickly nor too slowly Speaks neither too quickly nor too slowly Speaks neither too quickly nor too slowly Body language conveys enthusiasm & confidence most of the time Body language conveys enthusiasm & confidence Body language conveys enthusiasm & confidence Speaks clearly most of the time with almost no mispronounced words Speaks clearly most of the time with almost no mispronounced words Does not read from notes most of the time Speaks clearly all of the time with no mispronounced words Lacks a variety of resources to support writer’s ideas/points/position Resources used to support some of the writer’s ideas/points/position A variety of resources are used to support the writer’s ideas/ points/position Supporting evidence is not topic relevant Supporting evidence is not always topic relevant Supporting evidence is topic relevant and supports the thesis Research does not support the theses Thesis need more supporting evidence Researched evidence adds substance to assigned topic Lack of rehearsal evident Quality of Delivery The student will be able to talk informatively and interestingly about their assigned topic, without stumbling over words and content. More eye contact needed Speaks too quickly or too slowly at times Reads from notes most of the time Does not speak clearly most of the time Content & Purpose Evidence that the student has thoroughly researched the topic in order to support the thesis with evidence and substance. Does not read from notes Gestures enhance message A variety of resources are used to thoroughly support the writer’s ideas/ points/position Supporting evidence is topic relevant and effectively supports the thesis effectively Researched evidence adds substance to assigned topic Expectations Closing Beginning Closure is not evident Did not summarize the main points of the speech Developing Closure is evident by unifying the most of the speech & reminding audience of the significance of the topic Proficient Closure is evident by unifying the speech & reminding audience of the significance of the topic Accomplished Closure is evident by unifying the entire speech & reminding audience of the significance & relevancy of the topic Memorable Not memorable Somewhat memorable Summarized points and brought the audience back to your original argument Memorable Summarized some of the main points and brought the audience back to your original argument Summarized main points and brought the audience back to your original argument Provided further food for thought for the audience Grade:_______ Feedback & Guidance: _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ APPENDIX B NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR SOCIAL STUDIES New Jersey Core Curriculum Content Standards for Social Studies INTRODUCTION Social Studies The digital age has transformed social studies education, allowing 21st-century learners to transcend the limits of time and place and experience historic events virtually. By expanding their learning networks through online collaboration with experts and other students from around the world, New Jersey social studies students develop an increased depth of understanding of our global society. At the same time, their understanding of the fundamental principles and values of American democracy and citizenship provides the conceptual framework that allows them to make informed decisions about local, national, and international issues and challenges. Mission: Social studies education provides learners with the knowledge, skills, and perspectives needed to become active, informed citizens and contributing members of local, state, national, and global communities in the digital age. Vision: An education in social studies fosters a population that: • Is civic minded, globally aware, and socially responsible. • Exemplifies fundamental values of American citizenship through active participation in local and global communities. • Makes informed decisions about local, state, national, and global events based on inquiry and analysis. • Considers multiple perspectives, values diversity, and promotes cultural understanding. • Recognizes the implications of an interconnected global economy. • Appreciates the global dynamics between people, places, and resources. • Utilizes emerging technologies to communicate and collaborate on career and personal matters with citizens of other world regions. Intent and Spirit of the Social Studies Standards All students receive social studies instruction from Preschool through grade 12. The challenges of the 21st century are complex, have global implications, and are connected to people, places, and events of the past. The study of social studies focuses on deep understanding of concepts that enable students to think critically and systematically about local, regional, national, and global issues. Authentic learning experiences that enable students to apply content knowledge, develop citizenship skills, and collaborate with students from around the world prepare New Jersey students for the 21st-century workplace. The natural integration of technology in social studies education allows students to overcome geographic borders, apply scientific and mathematical analysis to historical questions and contemporary issues, appreciate cultural diversity, and experience events through the examination of primary sources. The New Jersey social studies standards and indicators reflect national and state standards and other documents published by the National Center for History Education, National Council for Social Studies, National Council for Geographic Education, Center for Civic Education, National Council on Economic Education, Mid-Continent Research on Education and Learning, National Assessment of Educational Progress, and the Partnership for 21st Century Skills.2 Social studies instruction occurs throughout the P-12 spectrum: At the Preschool level, students participate in interdisciplinary activities that promote cultural awareness, sensitivity to individual differences, and respect for diversity. In grades K-4, students learn fundamental concepts about government, citizenship, geography, economics, and history. The focus of instruction is on developing an understanding of core democratic values, the rights and responsibilities of American citizens, and how key people and events contributed to the development of the American heritage. Exploration of cultural universals enables students to realize how the availability of resources, the changing environment, and innovation impact everyday life. In grades 5-8, students build upon K-4 foundational content. Through instruction in U.S. History and World History/Global Studies, they begin to analyze the implications of government structures and economic policies for individuals, communities, nations, and global relationships. The study of migratory patterns and belief systems that in the past led to cooperation and conflict among groups of people enable students to realize the significance of cultural transmission in today’s global society. Relevant activities that help students connect content knowledge to current issues and that promote service learning empower students to become civic-minded and socially active. In grades 9-12, students continue to study U.S. History and World History/Global Studies. They consider historical viewpoints in order to analyze the role of the individual in society and the significance of fundamental documents to basic human rights. Socratic discussion groups and debate activities enable students to develop sound reasoning and effective communication skills. Opportunities to collaborate with students from around the world and experts in the field, and to develop innovative solutions to real world problems on the local, national, and global levels, mirror the 21st-century workplace and allow students to practice important career skills. By the end of grade 12, students have a heightened understanding of the cause-and-effect relationship between past and present events, recognize patterns of interactions, and understand the impact of events in an interconnected world. Revised Standards The 2014 Social Studies Standards provide the foundation for creating local curricula and developing meaningful assessments. Minor revisions were made to the 2009 Social Studies Standards for one of the following four reasons - to provide clarity, increase accuracy, adjust pedagogical expectations or to address grammatical issues. The revisions that were made are intended to clarify the document and do not reflect major changes to the standards. In addition, several new skills were added to the Skills Table to reflect the expectations of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects. The Role of Essential Questions Key essential questions recur throughout the study of history. They provoke inquiry and lead to deeper understanding of the big ideas that enable students to better comprehend how the past connects to the present. The essential questions created for this project, which follow, were used to frame content goals and to inform the development of the cumulative progress indicators. A. Civics, Government, and Human Rights How do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the common good? How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom, individual responsibility, equality, and respect for human dignity? B. Geography, People, and the Environment How do physical geography, human geography, and the human environment interact to influence or determine the development of cultures, societies, and nations? C. Economics, Innovation, and Technology How can individuals, groups, and societies apply economic reasoning to make difficult choices about scarce resources? What are the possible consequences of these decisions for individuals, groups, and societies? How have scientific and technological developments over the course of history changed the way people live and economies and governments function? D. History, Culture, and Perspectives How do our interpretations of past events inform our understanding of cause and effect, and continuity and change, and how do they influence our beliefs and decisions about current public policy issues? How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world? Organization of the Standards The organization and content of the 2009 social studies standards reflects N.J.A.C. 6A:8-5.1(a)1.iv., which requires at least 15 credits in social studies, including satisfaction of N.J.S.A. 18A:35-1 and 2; five credits in world history; and the integration of civics, economics, geography, and global studies content in all courses. Standard 6.1 U.S. History: America in the World applies to grades P-12; at the P and K-4 levels, content is organized by strand only; at the 5-8 and 9-12 levels, content organized by era and strand. Standard 6.2 World History/Global Studies applies only to grades 5-12; at both the 5-8 and 9-12 levels, content organized by era and strand. Standard 6.3 Active Citizenship in the 21st Century applies to grades P-12; at all levels (P, K-4, 5-8, and 9-12) content is organized by strand only. Standard 6.1 U.S. History: America in the World 6.2 World History/Global Studies 6.3 Active Citizenship in the 21st Century Grade Level Organization P-4 By strand only 5-8 By era and strand 9-12 By era and strand 5-8 By era and strand 8-12 By era and strand P-4 By strand only 5-8 By strand only 9-12 By strand only The organizational scheme of the social studies standards highlights the interrelationship among government/civics, economics, and geography during each time period throughout history. (For a full listing of the eras studied, see the Social Studies Timeframe Table.) In addition, the integration of social studies content and skills is essential for understanding and for developing habits of mind that are necessary for students to become informed citizens and contributing members of society. Thus, four key social studies skills (chronological thinking, spatial thinking, critical thinking, and presentational skills) have been identified and elaborated for the three K-12 grade clusters (K-4, 5-8, 9-12). These skills should be systematically integrated into instruction and assessed in conjunction with content. (See the Social Studies Skills Table). Coding of Indicators For standards 6.1, grades P-4, and for standard 6.3, all grades, each indicator code should be interpreted as follows: 6.1. 4. A. 1 standard number grade strand indicator For standards 6.1 and 6.2, grades 5-12, the inclusion of the era (see the Social Studies Timeframe Table) impacts the coding of each indicator as follows: 6.1. 8. A. 1. a standard grade strand era indicator number References Achieve, Inc. (2004). Measuring Up 2004: A Report on Social Studies Standards for New Jersey. Washington, DC: Author. Asia Society. (2008). Going global: Preparing U.S. students for an interconnected world. New York: Author. Center for Civic Education. (1994). National standards for civics and government. Calabasas, CA: Author. Checkley, K. (2008). Priorities in practice: The essentials of social studies, Grades K-8. Alexandria, Virginia: Association for Supervision and Curriculum Development. Lee, J., & Weiss, A. R. (2007). The Nation’s report card: U.S. history 2006 (NCES 2007–474). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Kendall, J. S., & Marzano, R. J. (2004). (1993). Content knowledge: A compendium of standards and benchmarks for K-12 education: Grades K-4, history (4th ed.). Denver, CO: Mid-Continent Research for Education and Learning. Kendall, J. S., & Marzano, R. J. (2004). Content knowledge: A compendium of standards and benchmarks for K-12 education: U.S. history (4th ed.). Denver, CO: Mid-Continent Research for Education and Learning. Kendall, J. S., & Marzano, R. J. (2004). Content knowledge: A compendium of standards and benchmarks for K-12 education: World history (4th ed.). Denver, CO: Mid-Continent Research for Education and Learning. Michigan Dept. of Education. (2007). Grade level expectations: Social Studies, Grades K-8. Lansing, MI: Author. Michigan Dept. of Education. (2007). High school content expectations: Social studies. Lansing, MI: Author. National Council for Economic Education. (2000). National content standards in economics. New York: Author. National Council for Geographic Education. (1994). National geography standards. Washington, DC: Author. National Council for the Social Studies (NCSS). (2013). The college, career, and civic life (c3) framework for social studies state standards: guidance for enhancing the rigor of K-12 civics, economics, geography, and history. Silver Spring, MD: NCSS. National Center for History in the Schools. (1996). National history standards. Los Angeles: Author. Online: http://nchs.ucla.edu/standards/ National Council for the Social Studies. (1994). Expectations of excellence: Curriculum standards for social studies. Washington, DC: Author. National Council for the Social Studies. (2008). Expectations of Excellence: Curriculum standards for social studies (draft). Silver Spring, MD: Author. National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Common core state standards for English Language Arts & Literacy in History/Social Studies, Science & Technical Subjects. Washington, D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers. New Jersey State Department of Education. (2009). New Jersey core curriculum content standards. Trenton, NJ: Author. New Jersey State Department of Education. (2008). Standards clarification project. Trenton, NJ: Author. Online: http://www.nj.gov/education/aps/njscp New Jersey State Department of Education. (2004). Core curriculum content standards. Trenton, NJ: Author. New Jersey State Department of Education. (1996). New Jersey core curriculum content standards. Trenton, NJ: Author. Partnership for 21st Century Skills. (2007). The intellectual and policy foundations of the 21st Century Skills Framework. Tucson, AZ: Author. San Diego State University & National Center for History in the Schools. The big eras. On (website): World history for us all: http://worldhistoryforusall.sdsu.edu/ State of Washington Office of Superintendent of Public Instruction. (2008). Social studies. Olympia, WA: Author. Task Force on Standards for Teaching and Learning in the Social Studies. (2008). A vision of powerful teaching and learning in the social studies: Building social understanding and civic efficacy. Silver Spring, MD: National Council for the Social Studies. Online: http://www.socialstudies.org/positions/powerful Woyshner, C. A. (2003). Social studies. Alexandria, Virginia: Association for Supervision and Curriculum Development. 2014 New Jersey Core Curriculum Content Standards - Social Studies Content Area Standard Social Studies 6.2 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. Era The Emergence of the First Global Age (1350-1770) By the end of grade 12 Grade Level Content Statement Strand Indicator # Indicator 1. The Emergence of the A. Civics, 6.2.12.A.1.a Compare and contrast the motivations for and methods by which various First Global Age: Global Government, empires (e.g., Ming, Qing, Spanish, Mughal, Ottoman) expanded, and assess Interactions and why some were more effective than others in maintaining control of their and Human Colonialism empires. Rights 6.2.12.B.1.a Explain major changes in world political boundaries between 1450 and 1770, B. Geography, The methods of and and assess the extent of European political and military control in Africa, Asia, People, and the motivations for exploration Environment and the Americas by the mid-18th century. and conquest resulted in 6.2.12.B.1.b Determine the role of natural resources, climate, and topography in European increased global exploration, colonization, and settlement patterns. interactions, differing 6.2.12.C.1.a Compare and contrast the economic policies of China and Japan, and determine C. Economics, patterns of trade, the impact these policies had on growth, the desire for colonies, and the relative Innovation, and colonization, and conflict positions of China and Japan within the emerging global economy. Technology among nations. 6.2.12.C.1.b Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact trade on the New World’s Colonization was inspired economy and society. by the desire to have access 6.2.12.C.1.c Assess the role of mercantilism in stimulating European expansion through to resources and markets, trade, conquest, and colonization. often at the expense of the indigenous culture, 6.2.12.C.1.d Determine the effects of increased global trade and the importation of gold and population, and silver from the New World on inflation in Europe, Southwest Asia, and Africa. environment. 6.2.12.C.1.e Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europe’s interactions with Islam and Asia provided the necessary tools for European exploration and conquest. Content Area Standard Era Grade Level Content Statement Content Area Standard Social Studies 6.2 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. The Emergence of the First Global Age (1350-1770) By the end of grade 12 Strand Indicator # Indicator 6.2.12.D.1.a Assess the political, social, and economic impact of the Columbian Exchange D. History, (e.g., plants, animals, ideas, pathogens) on Europeans and Native Americans. Culture, and Perspectives 6.2.12.D.1.b Compare slavery practices and other forms of coerced labor or social bondage common in East Africa, West Africa, Southwest Asia, Europe, and the Americas. 6.2.12.D.1.c Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans, and Americans. 6.2.12.D.1.d Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict. 6.2.12.D.1.e Assess the impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and Europeans in the Spanish and Portuguese colonies. 6.2.12.D.1.f Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies. Era Social Studies 6.2 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. Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700) Grade Level Content Statement By the end of grade 12 Strand Indicator # Indicator 2. Renaissance, Reformation, Scientific Revolution, and Enlightenment Ideas developed during the Renaissance, Scientific Revolution, Reformation, and Enlightenment led to political, economic, and cultural changes that have had a lasting impact. Content Area Standard Era Grade Level Content Statement 3. Age of Revolutions: Political and Industrial A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives 6.2.12.A.2.a Compare the principle ideas of the Enlightenment in Europe (e.g., political, social, gender, education) with similar ideas in Asia and the Muslim empires of the Middle East and North Africa. 6.2.12.A.2.b Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy). 6.2.12.B.2.a Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World. 6.2.12.C.2.a Relate the development of more modern banking and financial systems to European economic influence in the world. 6.2.12.D.2.a Determine the factors that led to the Renaissance, the significance of the location of the Italian city-states as the center of the Renaissance, and the impact on the arts. 6.2.12.D.2.b Determine the factors that led to the Reformation and the impact on European politics. 6.2.12.D.2.c Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the Renaissance. 6.2.12.D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. 6.2.12.D.2.e Assess the impact of the printing press and other technologies developed on the dissemination of ideas. Social Studies 6.2 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. Age of Revolutions (1750-1914) By the end of grade 12 Strand Indicator # Indicator 6.2.12.A.3. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural A. Civics, a rights, democracy, nationalism) became driving forces for reforms and Government, Content Area Standard Social Studies 6.2 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. Era Age of Revolutions (1750-1914) By the end of grade 12 Grade Level Content Statement Strand Indicator # Indicator Revolutions, Imperialism, and Human revolutions, their influence on Latin American independence movements, and Reform, and Global evaluate their impact on government, society, and economic opportunities. Rights Impact 6.2.12.A.3. Relate the responses of various governments to pressure for self-government or Discontent with prevailing b self-determination to subsequent reform or revolution. economic, political, and social conditions was the 6.2.12.A.3. Analyze the relationship between industrialization and the rise of democratic impetus for change, which c and social reforms, including the expansion of parliamentary government. resulted in revolution or reform. 6.2.12.A.3. Compare and contrast the struggles for women’s suffrage and workers’ rights in d Europe and North America, and evaluate the degree to which each movement The Industrial Revolution achieved its goals. was a consequence of technological innovation 6.2.12.A.3. Analyze the motives for and methods by which European nations, Japan, and and expanding economic e the United States expanded their imperialistic practices in Africa and Asia activity and markets, during this era, and evaluate the impact of these actions on their relations. resulting in massive population movement, 6.2.12.B.3.a Assess the impact of imperialism by comparing and contrasting the political B. Geography, urbanization, and the boundaries of the world in 1815 and 1914. People, and the development of complex Environment economic systems. 6.2.12.B.3. Relate the role of geography to the spread of independence movements in Latin b America. Industrialized nations embarked on a competitive C. Economics, Innovation, and Technology 6.2.12.C.3.a Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns of land-holding. 6.2.12.C.3. Analyze interrelationships among the Industrial Revolution, nationalism, b competition for global markets, imperialism, and natural resources. Content Area Standard Era Grade Level Content Statement 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. Social Studies 6.2 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. Age of Revolutions (1750-1914) By the end of grade 12 Strand Indicator # Indicator 6.2.12.C.3.c Compare the characteristics of capitalism, communism, and socialism to determine why each system emerged in different world regions. 6.2.12.C.3. Determine how, and the extent to which, scientific and technological changes, d transportation, and new forms of energy brought about massive social, economic, and cultural changes. D. History, Culture, and Perspectives 6.2.12.C.3.e Compare the impact of imperialism on economic development in Africa, Asia, and Latin America regarding barriers or opportunities for future development and political independence. 6.2.12.D.3. Explain how individuals and groups promoted revolutionary actions and a brought about change during this time period. 6.2.12.D.3. Explain how industrialization and urbanization affected class structure, family b life, the daily lives of men, women, and children, and the environment. 6.2.12.D.3. Compare and contrast China’s and Japan’s views of and responses to c imperialism, and determine the effects of imperialism on the development and prosperity of each country in the 20th century. 6.2.12.D.3. Analyze the extent to which racism was both a cause and consequence of d imperialism, and evaluate the impact of imperialism from multiple perspectives. Content Area Standard Era Grade Level Content Statement Content Area Standard Era Grade Level Content Statement 4. A Half-Century of Crisis and Achievement: The Era of the Great Wars Nationalism, imperialism, industrialization, and militarism contributed to an increase in economic and military competition among European nations, the Ottoman Empire, and Japan, and led to World War I. Social Studies 6.2 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. Age of Revolutions (1750-1914) By the end of grade 12 Strand Indicator # Indicator 6.2.12.D.3. Analyze the impact of the policies of different European colonizers on e indigenous societies, and explain the responses of these societies to imperialistic rule. Social Studies 6.2 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. A Half-Century of Crisis and Achievement (1900-1945) By the end of grade 12 Strand Indicator # Indicator A. Civics, Government, and Human Rights B. Geography, People, and the Environment 6.2.12.A.4.a 6.2.12.A.4.b 6.2.12.A.4.c 6.2.12.A.4.d 6.2.12.B.4.a 6.2.12.B.4.b 6.2.12.B.4.c Explain the differences between socialism, communism, and fascism and explain the reasons for their spread in Europe and Asia. Compare the rise of nationalism in China, Turkey, and India. Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma (gypsies), and Jews, as well as the mass exterminations of Ukrainians and Chinese. Assess government responses to incidents of ethnic cleansing and genocide. Determine the geographic impact of World War I by comparing and contrasting the political boundaries of the world in 1914 and 1939. Determine how geography impacted military strategies and major turning points during World War II. Explain how the disintegration of the Ottoman empire and the mandate system led to the creation of new nations in the Middle East. Content Area Standard Era Grade Level Content Statement The failure of the Treaty of Versailles, the impact of the global depression, and the expansionist policies and actions of Axis nations are viewed as major factors that resulted in World War II. World Wars I and II were "total wars" in which nations mobilized entire populations and economies and employed new military tactics that resulted in unprecedented death and destruction, as well as drastic changes in political boundaries. World Wars I and II challenged economic and political power structures and gave rise to a new balance of power in the Social Studies 6.2 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. A Half-Century of Crisis and Achievement (1900-1945) By the end of grade 12 Strand Indicator # Indicator 6.2.12.B.4.d C. Economics, Innovation, and Technology 6.2.12.C.4.a 6.2.12.C.4.b 6.2.12.C.4.c 6.2.12.C.4.d D. History, Culture, and Perspectives 6.2.12.D.4.a 6.2.12.D.4.b 6.2.12.D.4.c 6.2.12.D.4.d 6.2.12.D.4.e Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World War II. Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist movements and the effects on capitalist economic theory and practice. Compare and contrast World Wars I and II in terms of technological innovations (i.e., industrial production, scientific research, war tactics) and social impact (i.e., national mobilization, loss of life, and destruction of property). Assess the short- and long-term demographic, social, economic, and environmental consequences of the violence and destruction of the two World Wars. Analyze the ways in which new forms of communication, transportation, and weaponry affected relationships between governments and their citizens and bolstered the power of new authoritarian regimes during this period. Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances led to World War I. Analyze the Treaty of Versailles and the League of Nations from the perspectives of different nations. Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba), and determine the impact on global politics. Analyze the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries caused World War II. Compare how Allied countries responded to the expansionist actions of Germany and Italy. Content Area Standard Era Grade Level Content Statement world. Social Studies 6.2 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. A Half-Century of Crisis and Achievement (1900-1945) By the end of grade 12 Strand Indicator # Indicator Economic, technological, and military power and bureaucracies have been used by nations to deliberately and systematically destroy ethnic/racial, political, and cultural groups. 6.2.12.D.4.f 6.2.12.D.4.g 6.2.12.D.4.h 6.2.12.D.4.i 6.2.12.D.4.j 6.2.12.D.4.k Content Area Standard Era Grade Level Content Statement 5. The 20th Century Since 1945: Challenges for the Explain the role of colonial peoples in the war efforts of the Allies and the Central/Axis Powers in both World Wars. Analyze the role of racial bias, nationalism, and propaganda in mobilizing civilian populations in support of “total war”. Assess the extent to which world war, depression, nationalist ideology, communism, and liberal democratic ideals contributed to the emergence of movements for national self-rule or sovereignty in Africa and Asia. Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved. Analyze how the social, economic, and political roles of women were transformed during this time period. Assess the cultural impact of World War I, the Great Depression, and World War II by analyzing the values and social ideas in the arts. Social Studies 6.2 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. The 20th Century Since 1945 (1945-Today) By the end of grade 12 Strand Indicator # Indicator 6.2.12.A.5.a Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation Content Area Standard Era Grade Level Content Statement Modern World Decolonization, the emergence of new independent nations, and competing ideologies changed the political landscape and national identities of those involved, and sometimes included military confrontations and violations of human rights. International migration and scientific and technological improvements in the second half of the 20th century resulted in an increasingly global economy and society that are challenged by limited natural resources. Social Studies 6.2 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. The 20th Century Since 1945 (1945-Today) By the end of grade 12 Strand Indicator # Indicator A. Civics, Government, and Human Rights 6.2.12.A.5.b 6.2.12.A.5.c 6.2.12.A.5.d 6.2.12.A.5.e B. Geography, People, and the Environment 6.2.12.B.5.a 6.2.12.B.5.b 6.2.12.B.5.c of new alliances (e.g., NATO, SEATO, Warsaw Pact), and periodic military clashes (e.g., Korean War, conflicts in the Middle East). Analyze the structure and goals of the United Nations and evaluate the organization’s ability to solve or mediate international conflicts. Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve independence. Analyze the causes and consequences of mass killings (e.g., Cambodia, Rwanda, Bosnia-Herzegovina, Somalia, Sudan), and evaluate the responsibilities of the world community in response to such events. Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres of influence. Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the impact of these events on changing national boundaries in Eastern Europe and Asia. Determine the impact of migration on the way of life (e.g., social, economic, and political structures) in countries of origin and in adopted countries. Content Area Standard Era Grade Level Content Statement Social Studies 6.2 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. The 20th Century Since 1945 (1945-Today) By the end of grade 12 Strand Indicator # Indicator 6.2.12.B.5.d 6.2.12.B.5.e C. Economics, Innovation, and Technology 6.2.12.C.5.a 6.2.12.C.5.b 6.2.12.C.5.c 6.2.12.C.5.d 6.2.12.C.5.e 6.2.12.C.5.f 6.2.12.C.5.g D. History, Culture, and Perspectives 6.2.12.D.5.a Analyze post-independence struggles in South Asia, including the struggle over the partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir. Assess the role of boundary disputes and limited natural resources as sources of conflict. Explain how and why Western European countries and Japan achieved rapid economic recovery after World War II. Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. Assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives. Determine the challenges faced by developing nations in their efforts to compete in a global economy. Assess the reasons for and consequences of the growth of communism and shift toward a market economy in China. Assess the impact of the European Union on member nations and other nations. Evaluate the role of the petroleum industry in world politics, the global economy, and the environment. Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities. Content Area Standard Era Grade Level Content Statement Social Studies 6.2 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. The 20th Century Since 1945 (1945-Today) By the end of grade 12 Strand Indicator # Indicator 6.2.12.D.5.b 6.2.12.D.5.c 6.2.12.D.5.d Content Area Standard Assess the impact of Gandhi’s methods of civil disobedience and passive resistance in India, and determine how his methods were later used by people from other countries. Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide. Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women’s progress toward social equality, economic equality, and political equality in various countries. Social Studies 6.2 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. Era Contemporary Issues By the end of grade 12 Grade Level Content Statement Strand Indicator # Indicator 6. Contemporary Issues 6.2.12.A.6.a Evaluate the role of international cooperation and multinational A. Civics, organizations in attempting to solve global issues. Government, and Technological innovation, Human Rights 6.2.12.A.6.b Analyze the relationships and tensions between national sovereignty economic interdependence, and global interest in matters such as territory, economic development, changes in population use of natural resources, and human rights. growth, migratory patterns, and the development, Content Area Standard Social Studies 6.2 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. Era Contemporary Issues By the end of grade 12 Grade Level Content Statement Strand Indicator # Indicator distribution, and use of 6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their natural resources offer impact on governments, individuals, and societies. challenges and 6.2.12.A.6.d Assess the effectiveness of responses by governments and international opportunities that transcend organizations to tensions resulting from ethnic, territorial, religious, regional and national and/or nationalist differences. borders. 6.2.12.B.6.a Determine the global impact of increased population growth, B. Geography, migration, and changes in urban-rural populations on natural resources People, and the and land use. Environment 6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international C. Economics, organizations to address economic imbalances and social inequalities. Innovation, and Technology 6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources. 6.2.12.C.6.c Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies. 6.2.12.C.6.d Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries. D. History, Culture, and Perspectives 6.2.12.D.6.a Assess the role of increased personal and business electronic communications in creating a “global” culture, and evaluate the impact on traditional cultures and values. Content Area Standard Grade Level Content Statement Active citizens in the 21st century: Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives. Analyze sources of prejudice and discrimination and propose solutions to eliminate them. Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world. Critically analyze information, make ethical judgments, and responsibly address controversial issues. Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues. Make informed and reasoned decisions and accept responsibility for the consequences of their actions and/or inactions. Take actions that result in a more just and equitable society. Social Studies 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. By the end of grade 12 Strand Indicator # Indicator A. Civics, Government, and Human Rights 6.3.12.A.1 B. Geography, People and the Environment C. Economics, Innovation, and Technology 6.3.12.B.1 D. History, Culture, and Perspectives 6.3.12.D.1 6.3.12.A.2 6.3.12.C.1 6.3.12.D.2 Develop a plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials. Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal. Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations. Participate in a simulated meeting (e.g., President's Council, World Bank, International Monetary Fund (IMF)), research evidence from multiple sources about an economic problem, (e.g., inflation, unemployment, deficit), and develop a plan of action. Analyze the impact of current governmental practices and laws affecting national security and/or individual civil rights/ privacy. Analyze a current foreign policy issue by considering current and historical perspectives, examining strategies, and presenting possible actions. Content Area Standard Grade Level Content Statement Social Studies 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. By the end of grade 12 Strand Indicator # Indicator Social Studies Timeframe Table Note: The numbering of time periods (in Content Statements and coded CPI numbers) sometimes reflects the overall era and sometimes reflects a time period within an era, as indicated below. Standard Standard 6.1 U.S. History: America in the World Grades 5-8 Three Worlds Meet (Beginnings to 1620) 1. Three Worlds Meet Colonization and Settlement (1585-1763) 2. Colonization and Settlement Revolution and the New Nation (17541820s) Grades 9-12 Colonization and Settlement (1585-1763)* 1. Colonization and Settlement Revolution and the New Nation (1754-1820s) 2. Revolution and the New Nation Expansion and Reform (1801-1861) 3. Expansion and Reform 3. Revolution and the New Nation Civil War and Reconstruction (1850-1877) Expansion and Reform (1801-1861) 4. Civil War and Reconstruction 4. Expansion and Reform Civil War and Reconstruction (1850-1877) 5. Civil War and Reconstruction The Development of the Industrial United States (1870-1900) 5. The Development of the Industrial United States The Emergence of Modern America (18901930) 6. Progressive Reforms 7. World War I 8. Roaring Twenties The Great Depression and World War II (19291945) 9. The Great Depression 10. New Deal 11. World War II Postwar United States (1945 to early 1970s) 12. Cold War 13. Civil Rights and Social Change Contemporary United States (1970-Today) Standard 6.2 World History/ Global Studies The Beginnings of Human Society 14. Domestic Policies 15. International Policies 16. Interconnected Global Society The Emergence of the First Global Age (13501770) 1. Paleolithic and Neolithic Ages 1. Global Interactions and Colonialism Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) 2. Ancient River Valley Civilizations Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700) The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE) 3. The Classical Civilizations of the Mediterranean World, India, and China Expanding Exchanges and Encounters (500 CE-1450 CE) 4. Expanding Exchanges and Encounters 2. Renaissance, Reformation, Scientific Revolution, and Enlightenment Age of Revolutions (1750-1914) 3. Political and Industrial Revolutions, Imperialism, Reform, and Global Impact A Half-Century of Crisis and Achievement (1900-1945) 4. The Era of the Great Wars The 20th Century Since 1945 (1945-Today) 5. Challenges for the Modern World Contemporary Issues 6. Contemporary Issues APPENDIX C NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR TECHNOLOGY NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR TECHNOLOGICAL LITERACY 2014 NEW JERSEY CORE CURRICULUM CONTENT STANDARDS – TECHNOLOGY Content Area Standard Strand Grade Level Bands 6-8 Technology 8.1 educational Technology: ALL students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. Content Statement Indicator Indicator Students will: Understand and use technology systems. 8.1.8.A.1 Select and use applications effectively and productively. 8.1.8.A.2 8.1.8.A.3 8.1.8.A.4 8.1.8.A.5 9-12 Understand and use technology systems. 8.1.12.A.1 Demonstrate knowledge of a real world problem using digital tools. Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. Use and/or develop a simulation that provides an environment to solve a real world problem or theory. Graph and calculate data within a spreadsheet and present a summary of the results. Create a database query, sort and create a report and describe the process, and explain the report results. Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Select and use applications effectively and productively. 8.1.12.A.2 8.1.12.A.3 8.1.12.A.4 8.1.12.A.5 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related for review. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Construct a spreadsheet workbook with multiple worksheets, rename tabs to reflect the data on the worksheet, and use mathematical or logical functions, charts and data from all worksheets to convey the results. Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results. Content Area Standard Strand Grade Level Bands Technology 8.1 educational Technology: ALL students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. B. Creativity and Innovation: Students demonstrate a creative thinking, construct knowledge and develop innovative products and process using technology. Content Statement Indicator Indicator Students will: Apply existing knowledge to generate new ideas, products, or processes. 6-8 9-12 Create original works as a means of personal or group expression. 8.1.8.B.1 8.1.12.B.2 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web). Apply previous content knowledge by creating and piloting a digital learning game or tutorial. Content Area Standard Strand Grade Level Bands Technology 8.1 Educational Technology: ALL students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Content Statement Indicator Indicator Students will: Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. 6-8 9-12 8.1.8.C.1 Communicate information and ideas to multiple audiences using a variety of media and formats. Develop cultural understanding and global awareness by engaging with learners of other cultures. Contribute to project teams to produce original works or solve problems. 8.1.12.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries. Develop an innovative solution to a real world problem or issue in collaboration with peers and experts,, and present ideas for feedback through social media or in an online community. Content Area Standard Technology 8.1 Educational Technology: ALL students will use digital tools to access, manage, evaluate, and synthesize information to solve problems individually and collaborate and to create and communicate knowledge. Strand D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Grade Content Statement Indicator Indicator Level Students will: Bands 6-8 Advocate and practice safe, legal, and 8.1.8.D.1 Understand and model appropriate online behaviors related responsible use of information and to cyber safety, cyber bullying, cyber security, and cyber technology. ethics including appropriate use of social media. Demonstrate personal responsibility for 8.1.8.D.2 Demonstrate the application of appropriate citations to digital lifelong learning. content. 8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property. Exhibit leadership for digital citizenship. 8.1.8.D.4 Assess the credibility and accuracy of digital content. 8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse. 9-12 Advocate and practice safe, legal, and 8.1.12.D.1 Demonstrate appropriate application of copyright, fair use responsible use of information and and/or Creative Commons to an original work. technology. Demonstrate personal responsibility for 8.1.12.D.2 Evaluate consequences of unauthorized electronic access lifelong learning. (e.g., hacking) and disclosure, and on dissemination of personal information. 8.1.12.D.3 Compare and contrast policies on filtering and censorship both locally and globally. Exhibit leadership for digital citizenship. 8.1.12.D.4 Research and understand the positive and negative impact of one’s digital footprint. 8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. Content Area Standard Technology 8.1 Educational Technology: ALL students will use digital tools to access, manage, evaluate, and synthesize information to solve problems individually and collaborate and to create and communicate knowledge. Strand E. Research and Information Fluency: Students apply digital tools to gather, evaluate and use information. Grade Content Statement Indicator Indicator Level Students will: Bands 6-8 Plan strategies to guide inquiry. 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a Locate, organize, analyze, evaluate, real world problem. synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. 9-12 Process data and report results. Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 8.1.12.E.1 8.1.12.E.2 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources. Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. Process data and report results. Content Area Technology Standard 8.1 Educational Technology: ALL students will use digital tools to access, manage, evaluate, and synthesize information to solve problems individually and collaborate and to create and communicate knowledge. Strand F. Research and Information Fluency: Students apply digital tools to gather, evaluate and use information. Grade Content Statement Indicator Indicator Level Students will: Bands 6-8 Identify and define authentic problems 8.1.8.F.1 Explore a local issue, by using digital tools to collect and and significant questions for investigation. analyze data to identify a solution and make an informed decision. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. 9-12 Use multiple processes and diverse perspectives to explore alternative solutions. Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. 8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and/or social needs. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions. 2014 NEW JERSEY CORE CURRICULUM CONTENT STANDARDS – TECHNOLOGY Content Area Standard Strand Grade Level Bands 6-8 Technology 8.2 educational Technology: ALL students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. Content Statement Indicator Indicator Students will: The characteristics and scope of technology. 8.2.8.A.1 The core concepts of technology. 8.2.8.A.2 8.2.8.A.3 The relationships among technologies 8.2.8.A.4 and the connections between technology and other fields of study. 8.2.8.A.5 Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication – smart phone for mobility needs.) Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system. Investigate a malfunction in any part of a system and identify its impacts. Redesign an existing product that impacts the environment to lessen its impact(s) on the environment. Describe how resources such as material, energy, information, time, tools, people and capital contribute to a technological product or system. 9-12 The characteristics and scope of technology. 8.2.12.A.1 The core concepts of technology. 8.2.12.A.2 The relationships among technologies 8.1.12.A.3 and the connections between technology and other fields of study. Propose an innovation to meet future demands supported by an analysis of the potential full costs, benefits, trade-offs and risks, relate to the use of the innovation. Analyze a current technology and the resources used, to identify the trade-offs in terms of availability, cost, desirability and waste. Research and present information on an existing technological product that has been repurposed for a different function. 2014 NEW JERSEY CORE CURRICULUM CONTENT STANDARDS – TECHNOLOGY Content Area Standard Strand Grade Level Bands 6-8 Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking – Programming: ALL students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. B. Technology Operations and Concepts: Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society. Content Statement Indicator Indicator Students will: The cultural, social, economic and political effects of technology. 8.2.8.B.1 8.2.8.B.2 The effects of technology on the environment. 8.2.8.B.3 8.2.8.B.4 The role of society in the development and use of technology. 8.2.8.B.5 8.2.8.B.6 The influence of technology on history. 8.2.8.B.7 Evaluate the history and impact of sustainability on the development of a designed product or system over time and present results to peers. Identify the desired and undesired consequences from the use of a product or system. Research and analyze the ethical issues of a product or system on the environment and report findings for review by peers and/or experts. Research examples of how humans can devise technologies to reduce the negative consequences of other technologies and present your findings. Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. Compare and contrast the different types of intellectual property including copyrights, patents and trademarks. Analyze the historical impact of waste and demonstrate how a product is upcycled, reused or remanufactured into a new product. 9-12 The cultural, social, economic and political effects of technology. 8.2.12.B.1 The effects of technology on the environment. 8.2.12.B.2 The role of society in the development and use of technology. The influence of technology on history. 8.2.12.B.3 8.2.12.B.4 B.2.12.B.5 Research and analyze the impact of the design constraints (specifications and limits) for a product or technology driven by a cultural, social, economic or political needs and publish for review. Evaluate ethical considerations regarding the sustainability of environmental resources that are used for the design, creation and maintenance of a chosen product. Analyze ethical and unethical practices around intellectual property rights as influenced by human wants and/or needs. Investigate a technology used in a given period of history, e.g., stone age, industrial revolution or information age, and identify their impact and how they may have changed to meet human needs and wants. Research the historical tensions between environmental and economic considerations as driven by human needs and wants in the development of a technological product, and present the competing viewpoints to peers for review. Content Area Standard Strand Grade Level Bands 6-8 Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking – Programming: ALL students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. C. Design: The design process is a systematic approach to solving problems. Content Statement Indicator Indicator Students will: The attributes of design. 8.2.8.C.1 8.2.8.C.2 Explain how different teams/groups can contribute to the overall design of a product. Explain the need for optimization in a design process. 8.2.8.C.3 The application of engineering design. 8.2.8.C.4 8.2.8.C.5 The role of troubleshooting, research and 8.2.8.C.6 development, invention and innovation and experimentation in problem solving. 8.2.8.C.7 8.2.8.C.8 9-12 The attributes of design. 8.2.12.C.1 8.2.12.C.2 The application of engineering design. 8.2.12.C.3 8.2.12.C.4 8.2.12.C.5 Evaluate the function, value, and aesthetics of a technological product or system, from the perspective of the user and the producer. Identify the steps in the design process that would be used to solve a designated problem. Explain the interdependence of a subsystem that operates as part of a system. Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution. Collaborate with peers and experts in the field to research and develop a product using the design process, data analysis and trends, and maintain a design log with annotated sketches to record the developmental cycle. Develop a proposal for a chosen solution that include models (physical, graphical or mathematical) to communicate the solution to peers. Explain how open source technologies follow the design process. Analyze a product and how it has changed or might change over time to meet human needs and wants. Analyze a product or system for factors such as safety, reliability, economic considerations, quality control, environmental concerns, manufacturability, maintenance and repair, and human factors engineering (ergonomics). Explain and identify interdependent systems and their functions. Create scaled engineering drawings of products both manually and digitally with materials and measurements labeled. The role of troubleshooting, research and 8.2.12.C.6 development, invention and innovations and experimentation in problem solving. 8.2.12.C.7 Research an existing product, reverse engineer and redesign it to improve form and function. Use a design process to devise a technological product or system that addresses a global problem, provide research, identify trade-offs and constraints, and document the process through drawings that include data and materials. Content Area Standard Strand Grade Level Bands 6-8 Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking – Programming: ALL students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. D. Abilities: Collaborate and apply a design process to solve a simple problem from everyday experiences. Content Statement Indicator Indicator Students will: Apply the design process. 8.2.8.D.1 8.2.8.D.2 8.2.8.D.3 Use and maintain technological products and systems. 8.2.8.D.4 Assess the impact of products and systems. 8.2.8.D.5 8.2.8.D.6 Design and create a product that addresses a real world problem using a design process under specific constraints. Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the prototype might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation, design portfolio or engineering notebook. Build a prototype that meets a STEM-based design challenge using science, engineering, and math principles that validate a solution. Research and publish the steps for using and maintaining a product or system and incorporate diagrams or images throughout to enhance user comprehension. Explain the impact of resource selection and the production process in the development of a common or technological product or system. Identify and explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment. 9-12 Apply the design process. 8.2.12.D.1 8.2.12.D.2 Use and maintain technological products and systems. 8.2.12.D.3 Assess the impact of products and systems. 8.2.12.D.4 8.2.12.D.5 8.2.12.D.6 Design and create a prototype to sole a real world problem using a design process, identify constraints addressed during the creation of the prototype, identify trade-offs made, and present the solution for peer review. Write a feasibility study of a product to include: economic, market, technical, financial, and management factors, and provide recommendations for implementation. Determine and use the appropriate resources [e.g., CNC (Computer Numerical Control) equipment, 3D printers, CAD software] in the design, development and creation of a technological product or system. Assess the impacts of emerging technologies on developing countries. Explain how material processing impacts the quality of engineered and fabricated products. Synthesize data, analyze trends and draw conclusions regarding the effect of a technology on the individual, society, or the environment and publish conclusions. Content Area Standard Strand Grade Level Bands 9-12 Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking – Programming: ALL students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. E. Computational Thinking: Computational thinking builds and enhances problem solving, allowing students to move beyond using knowledge to creating knowledge. Content Statement Indicator Indicator Students will: 8.2.12.E.1 Demonstrate an understanding of the problem-solving capacity of computers in our world. Computational thinking and computer programming as tools used in design and engineering. 8.2.12.E.2 8.2.12.E.3 8.2.12.E.4 Analyze the relationships between internal and external computer components. Use a programming language to solve problems or accomplish a task (e.g., robotic functions, website designs, applications, and games). Use appropriate terms in conversation (e.g., troubleshooting, peripherals, diagnostic software, GUI, abstraction, variables, data types and conditional statements). APPENDIX D COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS HISTORY/SOCIAL STUDIES GRADES 9-10 2010 ENGLISH LANGUAGE ARTS STANDARDS HISTORY/SOCIAL STUDIES GRADES 9-10 COMMON CORE STANDARDS Key Ideas and Details ● RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. ● RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. ● RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure ● RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. ● RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. ● RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas ● RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. ● RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims. ● RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity ● RH.9-10.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. English Language Arts Standards » Writing » Grades 9-10 Text Types and Purposes ● WHST.9-10.1. Write arguments focused on discipline-specific content. ● Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. ● Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. ● Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. ● Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. ● Provide a concluding statement or section that follows from or supports the argument presented. ● WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. ● Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. ● Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. ● Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. ● Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. ● Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. ● Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). ● WHST.9-10.3. (See note; not applicable as a separate requirement) Production and Distribution of Writing ● WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ● WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. ● WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge ● WHST.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ● WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ● WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing ● WHST.9-10.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. NOTE: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.