Download Social Studies: World History – College and Career Ready (CCR)

Keansburg School District
Curriculum Management System
Believe, Understand, and Realize Goals
Social Studies: World History – College and Career Ready (CCR)
Board Approved:
1
Keansburg School District
Curriculum System
Social Studies
Keansburg Public Schools
Board of Education
Mrs. Judy Ferraro, President
Ms. Kimberly Kelaher-Moran, Vice President
Ms. Delores A. Bartram
Ms. Ann Marie Best
Ms. Ann Commarato
Mr. Michael Donaldson
Mrs. Patricia Frizell
Mr. Christopher Hoff
Mr. Robert Ketch
District Administration
Mr. Gerald North, Superintendent
Dr. Thomas W. Tramaglini, Director of Curriculum, Instruction, & Funding
Ms. Michelle Derpich, Secondary Supervisor of Curriculum & Instruction
Mrs. Michelle Halperin-Krain, Supervisor of Data & Assessment
Dr. Brian Latwis, Supervisor of Pupil Personnel Services
Mrs. Donna Glomb, Elementary Supervisor of Curriculum & Instruction
Ms. Corey Lowell, Business Administrator
Curriculum Development Committee
Dean Foulks
Jason Ali
Brian Kmak
George Hoff
Margaret Sheehan
Brian Janik
Joshua Katz
Gabrielle Greico
John Finn
Andrew Sigrist
2
Keansburg School District
Curriculum System
Social Studies
Believe, Understand, and Realize Goals
Non-Negotiables
Graduates
that are
prepared
and
inspired
to make positive
contributions to society
2
Keansburg School District
Curriculum System
Social Studies
Mission/Vision Statement
The mission of the Keansburg School District is to ensure an optimum, safe teaching and learning environment which sets
high expectations and enables all students to reach their maximum potential. Through a joint community-wide
commitment, we will meet the diverse needs of our students and the challenges of a changing society.
Beliefs
We believe that:











All children can learn.
To meet the challenges of change, risk must be taken.
Every student is entitled to an equal educational opportunity.
It is our responsibility to enable students to succeed and become the best that they can be.
All individuals should be treated with dignity and respect.
The school system should be responsive to the diversity within our total population.
The degree of commitment and level of involvement in the decision-making processes, from the student,
community, home and school, will determine the quality of education.
Decisions should be based on the needs of the students.
Achievement will rise to the level of expectation.
Students should be taught how to learn.
The educational process should be a coordinated system of services and programs.
3
Keansburg School District
Curriculum System
Social Studies
Curriculum Philosophy
The curriculum philosophy of the Keansburg School District is progressive. We embrace the high expectations of our
students and community towards success in the 21st Century and beyond. At the center of this ideal, we believe that all of our
students can be successful. The following are our core beliefs for all curricula:
All district curricula:
 Balances policy driven trends of centralization and standardization with research and what we know is good for our students.
 Balances the strong emphasis on test success and curriculum standards with how and what our students must know to be
successful in our community.
 Embraces the reality that our students differ in the way they learn and perform, and personalizes instruction to meet the
needs of each learner.
 Are aligned to be developmentally appropriate.
 Provides teachers the support and flexibility to be innovative and creative to meet the needs of our students.
Social Studies Goals
To deliver a curriculum that is:









Is rigorous, but meets the individual needs of the students, regardless of their cognitive, social or emotional needs
Differentiated in content, process, and product as dependent of the learners in our diverse classrooms
Geared towards high expectations
Builds on our students’’ love of social studies
Aligned to the skills and technologies associated with the 21st century
Based on sound methodological scientific theory designed to empirically test theories and ideas
Embraces our learning environments through various techniques, such as cooperative learning, and scaffolded curriculum
designed to build retention of concepts over time
Aligned to state and national standards
Create opportunities for lifelong learning
4
Keansburg School District
Curriculum System
Social Studies
New Jersey Core Curriculum Content Standards for Social Studies (2009)
Standard
Standard 6.1
US 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 (1754-1820s)
3) Revolution and the New Nation
Expansion and Reform (1801-1861)
4) Expansion and Reform
Civil War and Reconstruction (1850-1877)
5) Civil War and Reconstruction
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
Civil War and Reconstruction (1850-1877)
4) 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 (1890-1930)
6) Progressive Reforms
7) World War I
8) Roaring Twenties
The Great Depression and World War II (1929-1945)
9) The Great Depression
10) New Deal
11) World War II
Postwar United States (1945 to early 1970s)
12) World War
13) Civil Rights and Social Change
Contemporary United States (1970-Today)
14) Domestic Policies
15) International Policies
16) Interconnected Global Society
Standard 6.2
World History/
Global Studies
The Beginnings of Human Society
1) Paleolithic and Neolithic Ages
Early Civilizations and the Emergence of Pastoral
Peoples (4000-1000 BCE)
2) Ancient River Valley Civilizations
The Classical Civilizations of the Mediterranean
The Emergence of the First Global Age (1350-1770)
1) Global Interactions and Colonialism
Renaissance, Reformation, Scientific Revolution, and
Enlightenment (1350-1700)
2) Renaissance, Reformation, Scientific
Revolution, and Enlightenment
5
Keansburg School District
Curriculum System
Social Studies
World, India, and China (1000 BCE-600 CE)
3) The Classical Civilizations of the
Mediterranean World, India, and China
Expanding Exchanges and Encounters (500 CE1450 CE)
4) Expanding Exchanges and Encounters
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
Standard 6.3 – Social Studies Skills are Placed at the Bottom of this Document
6
Keansburg School District
Curriculum System
Social Studies
World History Scope and Sequence
World History Themes
Origins & Order
Enlightenment & Revolution
The New Global Age
Hot & Cold Wars
Unit I Big Ideas



Determine the impact of the Renaissance upon the
forming of the modern world
Evaluate the global impact of exploration upon the
American, European and African continents
Synthesize the rise of absolute monarchs and its
impending impact on global political and social systems
Unit II Big Ideas



Unit III Big Ideas



Judge the role of Otto von Bismarck in modernizing,
industrializing and unifying the German Nation
Contrast the democratic reforms of Britain to those of
France and Germany
Analyze the impact of the industrial revolution upon
western imperialism upon the African and Asian
continents
Defend the ideologies of Enlightened thinkers and their
opposition to existing aristocracies
Critique the actions of the French revolutionaries and
how their abuses caused reactionary internal and
international responses
Appraise the impact of the Industrial Revolution upon the
Western world, the reasons for Britain’s initial dominance
and its ramifications upon the populace
Unit IV Big Ideas



Determine the causes and effects of the First World War
Analyze the role of post world war one reforms,
agreements and economic decisions upon western
governments and their roles in causing the Second
World War
Evaluate the continuing changes of the global political
landscape and the rising interdependence of nations
economically, socially and environmentally.
7
Keansburg School District
Curriculum System
Social Studies
Timeline: 2400 Instructional Minutes
Subject/Grade/Level: 11
Social Studies/World History
Significance of Learning Goal(s):
The Renaissance and the ideas created through the spirit of questioning and exploration that it created
continues to influence the world today
Suggested Days of
Instruction
Keansburg School District
Curriculum Management
System
Content
Standards /
CPI /
Essential
Questions
CPI:
Topic(s): The Renaissance and Exploration (1300-1700)
Specific Learning
Objective(s)
Suggested Activities
The Students Will Be Able To:
Instructional Tools / Materials /
Technology / Resources /
Assessments and Assessment
Models
Concept(s):
The Renaissance and spirit of
exploration that it imbued upon
the world set in motion modern
events
SWBAT:
 Describe the characteristics of
EQ:
How was the
world
reshaped by
the
Renaissance? 


the Renaissance and
understand why it began in
Italy
Identify Renaissance artists
and explain how new ideas
affected the arts of the period
Understand how writers of the
time addressed Renaissance
themes
Explain how the printing
revolution shaped European
8
Keansburg School District
Curriculum System
Social Studies









society
Summarize the factors that
caused the Protestant
Reformation
Analyze the role of Martin
Luther in shaping the
Protestant Reformation
Explain the teachings and
impact of John Calvin
Explain the differences
between Protestant sects
Understand the factors that
resulted in the formation of the
English Church
Explain the persecution that
many groups faced during the
Reformation
Understand how new
discoveries in astronomy
changed the view of the
universe
Understand the new scientific
method and how it developed
Analyze the contributions that
Newton and other scientists
made to the Scientific
Revolution
9
Keansburg School District
Curriculum System
Social Studies
CPI:
EQ:
Can you
critique the
age of
exploration
when
considering
the
ramifications
of it upon the
global world?
Concept(s):
European exploration resulted
in new empires and changed
the global environment
SWBAT:
 Understand European









motivations for exploration
Analyze early Portuguese and
Spanish explorations
Describe European searches for
a direct route to Asia
Explain how the European
presence in Africa expanded
Analyze how European actions
affected the slave trade and the
rise of African states
Summarize how Portugal built
a trading empire in
Southeastern Asia
Analyze the rise of Dutch and
Spanish dominance in the
region
Describe European contacts
with Ming China
Analyze the factors that led
Korea to isolate itself from
other nations
Summarize Japan’s attitudes
toward foreign trade and how
they changed over time
10
Keansburg School District
Curriculum System
Social Studies
CPI:
EQ:
Can you
critique the
age of
exploration
when
considering
the
ramifications
of it upon the
global world?
Concept(s):
Expansion of wealth due to the
age of exploration resulted in
the rise of absolute monarchies
and the development of
centralized nation-states in
Europe
SWBAT:
 Describe the empire that










Charles V inherited
Analyze how Spanish power
increased under Phillip II
Explain the growth of the arts
under Spain’s golden age
Explain how Louis XIV became
an absolute monarch
Describe how Versailles becae
a symbol of power
Identify the successes and
failures of Louis XIV
Describe the relations of
Parliament and the Tudors
Analyze how the clashes of
Parliament led to a century of
revolution
Explain the development of
English constitutional
government
Understand how Austria and
Prussia emerged as great
powers
Describe how European
nations attempted to maintain
a balance of power
11
Keansburg School District
Curriculum System
Social Studies
Timeline: 1700 Instructional Minutes
Subject/Grade/Level: 11
Social Studies/World History
Significance of Learning Goal(s):
The era of revolutions, spurred on by the ideas of the Enlightenment resulted in the formation of many of
our modern nations
Suggested Days of
Instruction
Keansburg School District
Curriculum Management
System
Content
Standards /
CPI /
Essential
Questions
CPI:
EQ:
Is it possible
to construct
the modern
world without
the changes
caused by
the
Enlightened
thinkers?
Topic(s): Enlightenment & Revolution (1700-1850)
Specific Learning Objective(s)
Suggested Activities
The Students Will Be Able To:
Instructional Tools / Materials /
Technology / Resources /
Assessments and Assessment
Models
Concept(s):
Enlightenment thinkers inspired
revolutionaries and pushed for
radical changes in society and
government
SWBAT:
 Explain how science led to the





Enlightenment
Compare the ideas of Hobbes
and Locke
Identify the beliefs and
contributions of the philosophes
Summarize how economic
thinking changed during the
period
Identify the roles that
censorship and salons played
in spreading new ideas
Describe the impact of the
12
Keansburg School District
Curriculum System
Social Studies

CPI:
EQ:
Try and
defend how
the French
Revolution
and the
Napoleonic
era effected
Europe.
Enlightenment on arts and
literature
Explain why the
Enlightenment was slow to
reach the masses
Concept(s):
The French Revolution and the
Napoleonic era had lasting
effects upon the European
landscape
SWBAT:
 Describe the social divisions of






France’s old republic
Explain why Louis XVI called
the Estates-General and
summarize what resulted
Understand why Parisians
stormed the Bastille
Summarize the reforms of the
National Assembly
Analyze why there were mixed
reactions around Europe to the
events in France
Understand how and why
radicals abolished the
monarchy
Explain the creation of the
Committee of Public Safety and
why the Reign of Terror
resulted
13
Keansburg School District
Curriculum System
Social Studies





CPI:
EQ:
Can you
evaluate how
social,
economic
and cultural
changes
resulted from
the Industrial
Revolution?
Analyze the impact of the
French Revolution upon the
masses
Understand the rise of
Napoleon
Explain how Napoleon built an
empire and what challenges
the empire faced
Analyze the events that led to
the downfall of Napoleon
Outline how the Congress of
Vienna tried to create a lasting
peace
Concept(s):
Myriad social, economic, and
cultural changes occurred as
the Industrial Revolution took
hold
SWBAT:
 Analyze why industrialization





changed lives across the globe
Outline the technologies that
triggered the Industrial
Revolution
Understand why Britain was
the starting point for the
Industrial Revolution
Explain the significance of the
changes in textiles and
transportation
Compare and contrast the
industrial working class to the
new middle class
Analyze the benefits and
challenges of industrialization
14
Keansburg School District
Curriculum System
Social Studies



Understand laissez-faire
economics and the beliefs of its
supporters
Describe utilitarianism and the
theories of socialism
Contrast Communism and
Marxism
Timeline: 2000 Instructional Minutes
Subject/Grade/Level: 11
Social Studies/World History
Significance of Learning Goal(s):
Industrialization takes hold of the world, causing changes socially, economically and environmentally that
continue to have repercussions to this day
Suggested Days of
Instruction
Keansburg School District
Curriculum Management
System
Content
Standards /
CPI /
Essential
Questions
Topic(s): The New Global Age (1800-1914)
Specific Learning Objective(s)
Suggested Activities
The Students Will Be Able To:
Instructional Tools / Materials /
Technology / Resources /
Assessments and Assessment
Models
15
Keansburg School District
Curriculum System
Social Studies
CPI:
Concept(s):
The scientific changes of the
Industrial Revolution trickled
down to alter global so
EQ:
How would
you evaluate
how
technological,
social and
economic
change were
resultant of
the Industrial
Revolution?
SWBAT:
 List the industrial powers that






CPI:
EQ:
Can anyone
really
determine
how
nationalism
and the
demand for
emerged in the 1800s
Understand how big business
emerged in the late 1800s
Describe how cities had
changed by 1900
Explain how working class
struggles led to improved
conditions for workers
Explain how values created a
new social order
Understand how science
challenged existing beliefs
Describe the themes that
shaped art, literature and
music
Concept(s):
Nationalism resulted in a
dramatic shift of European
powers as the rising nations of
Germany, Italy and Russia
came to play on the
international stage
SWBAT:
 Identify several events that

promoted German unity
Explain the role of Bismarck on
German unity
16
Keansburg School District
Curriculum System
Social Studies
reform
impacted
Europe?







CPI:
EQ:
Were the
troubles
preoccupying
the western
democracies
to blame for
World War I?
Explain the policies of
Bismarck and the reasons why
he was called the Iron
Chancellor
List the obstacles to Italian
unity
Describe the process of Cavour
and Garibaldi to unify the
nation and the challenges the
new nation faced
Describe how nationalism
contributed to the decline of
the Hapsburg empire
Understand how the growth of
nationalism affected the
Ottoman empire
Describe the obstacles to
progress in Russia
Explain why the tsars followed
a cycle of absolutism, reform
and reaction
Concept(s):
The rise of Nationalism was
mirrored by social changes and
growth within western
democracies
SWBAT:
 Understand the reforms of

Parliament in the 1800s and the
values of the Victorian Age
Learn how the Liberal and
Conservative parties brought
forth a new era in British
politics
17
Keansburg School District
Curriculum System
Social Studies



Identify how reforms impacted
workers and women in Britain
Analyze the impact of the
Dreyfus affair and other
challenges of the Third
Republic
Describe the French
government’s steps toward
reform in the 1900s
Keansburg School District
Curriculum Management System
Timeline: 2100 Instructional Minutes
Topic(s): Hot & Cold Wars (1914-2000)
Suggested Days of
Instruction
Subject/Grade/Level: 11
Social Studies/World History
Content
Standards /
CPI /
Essential
Questions
Significance of Learning Goal(s):
Working knowledge of global interaction and issues rounds the individual and results in an understanding
of the reactions and responses of nations in the world today
Specific Learning
Objective(s)
Suggested Activities
The Students Will Be Able To:
Instructional Tools / Materials /
Technology / Resources /
Assessments and Assessment
Models
18
Keansburg School District
Curriculum System
Social Studies
CPI:
Concept(s):
World War I reshaped the world
and the scope and impact of
global conflict
EQ:
Was the world
a better place
due to World
War I when
considering
the direction
the globe was
headed in prior
to its
outbreak?
SWBAT:
 Describe how international








rivalries and nationalism
pushed Europe toward war
Explain how the assassination
in Sarajevo led to the start of
World War I
Analyze the causes and effects
of the European alliance
system
Understand how technology
resulted in a stalemate on the
Western Front and
differentiated World War I
from earlier wars
Outline the course of the war
on the Eastern front as well as
in colonial regions
Determine the value of
American entry into the war
Summarize the events that led
to the end of the war
Analyze the costs of World
War I
Describe the issues at the Paris
Peace Conference and the
dissatisfaction that some had
with it
19
Keansburg School District
Curriculum System
Social Studies
CPI:
Concept(s):
Post War struggles resulted in a
change in society and the rise
of fascism and communism
EQ:
How did the
global
environment
after World
War I cause a
vacuum
allowing
totalitarianism?
SWBAT:
 Analyze how Western society





changed after World War I
List the trends and advances of
the 1920s
Summarize the domestic and
foreign policy issues that
Europe faced after World War
I
Compare the economies of
England, France and the
United States following World
War I and the impact of the
Depression upon them
Describe how turmoil in the
nations of Italy, Germany and
the Soviet Union allowed for
the rise of totalitarian leaders
Compare fascism to
communism
20
Keansburg School District
Curriculum System
Social Studies
CPI:
Concept(s):
The Second World War defined
global policies for the remainder
of the century
EQ:
Could World
War II have
been averted?
Should action
have been
taken sooner?
SWBAT:
 Analyze the threat to world








peace posed by dictators in the
1930s and the Western
democracies responded
Summarize the ways in which
continuing Nazi aggression led
Europe to war
Describe how the Axis powers
came to control most of Europe
Describe the role of the United
States before and after joining
World War II
Describe D-Day and the Allied
advance toward Germany
Describe the reasons for the
final defeat of the Nazis
Explain the American strategy
for ending the war against
Japan and the consequences of
that strategy
Describe the issues faced by
the Allies after World War II
Analyze how new conflicts
developed among the former
Allies after World War II
21
Keansburg School District
Curriculum System
Social Studies
CPI:
Concept(s):
The changing world after World
War II created turmoil across
the globe
EQ:
Is the world a
better place
due to World
War II?
SWBAT:









Understand how two sides
faced off during the Cold War
Compare and Contrast the
Soviet Union in the Cold War
Explain the complex causes of
ethnic and religious conflicts
Describe the war in Chechnya
and the dissolution of
Yugoslavia
Describe how struggles for
independence and Cold War
rivalries brought decades of
conflict to South Africa
Analyze how ethnic conflicts
killed millions in Rwanda and
the Sudan
Understand why Arabs and
Israelis have fought over land
Outline Iraq’s long history of
conflict
Examine social, political and
economic trends in Europe
after the Cold War
22
Keansburg School District
Curriculum System
Social Studies
Social Studies Skills Table
Essential Question: What are effective strategies for accessing various sources of information and historical evidence,
determining their validity, and using them to solve a problem or find a solution to a public policy question?
Social Studies Skill
Chronological
Thinking
Spatial Thinking
K-4
5-8
9-12
Place key historical events
and people in historical
eras using timelines.
Construct timelines of the
events occurring during
major eras.
Compare present and past
events to evaluate the
consequences of past decisions
and to apply lessons learned.
Explain how the present is
connected to the past.
Explain how major events
are related to one another in
time.
Analyze how change occurs
through time due to shifting
values and beliefs as well as
technological advancements and
changes in the political and
economic landscape.
Determine locations of
places and interpret
information available on
maps and globes.
Select and use various
geographic representations
to compare information
about people, places,
regions, and environments.
Construct various forms of
geographic representations to
show the spatial patterns of
physical and human
phenomena.
Use thematic maps and
other geographic
representations to obtain,
describe, and compare
spatial patterns and
information about people,
places, regions, and
Use maps and other
documents to explain the
historical migration of
people, expansion and
disintegration of empires,
and growth of economic and
Relate current events to the
physical and human
characteristics of places and
regions.
23
environments.
Critical Thinking
Presentational Skills
Keansburg School District
Curriculum System
Social Studies
political systems.
Distinguish fact from
fiction.
Compare and contrast
differing interpretations of
current and historical
events.
Distinguish valid arguments
from false arguments when
interpreting current and
historical events.
Identify and use a variety
of primary and secondary
sources for reconstructing
the past (i.e., documents,
letters, diaries, maps,
photos, etc.).
Assess the credibility of
sources by identifying bias
and prejudice in documents,
media, and computergenerated information.
Evaluate sources for validity and
credibility and to detect
propaganda, censorship, and
bias.
Use evidence to support
an idea in a written and/or
oral format.
Select and analyze
information from a variety of
sources to present a
reasoned argument or
position in a written and/or
oral format.
Take a position on a current
public policy issue and support
it with historical evidence,
reasoning, and constitutional
analysis in a written and/or oral
format.
24