Download Working.doc - World History (Thematic)

 Curriculum: World History (Thematic)
Curricular Unit: Culture
Instructional Unit: A. Evaluate the achievements of civilizations in terms of
their enduring cultural impact
Standard Alignments (Section 2)
SSCLE: EGSA.5.Ca,b; MUSWH.3b.G,O; RIGIT.6.K,M; TSSI.7.A-F
Knowledge: (SS) 3,5-7
CCSS: 9-10.RH.3; 9-10.RH.9
NETS: 2c; 3c; 5a
Performance: 1.6, 1.8-1.10
Unit (Section 3)
Learning Targets:
•
Identify cultural achievements and their impact upon civilizations
•
Evaluate how culture influences civilizations in regards to customs, religion,
social values and traditions
• Connect past cultural achievements to modern day civilizations
Instructional Strategies:
•
The teacher will:
• select articles for students to read in order to:
• understand civilizations
• identify cultural bias and point of view
• provide:
• the use of the Internet and library resources to discover:
• what makes a civilization
• why civilizations have developed in specific geographical locations
• current events related to cultural differences, historical and modern, and allow
for discussion through a Socratic Seminar
• resources for students to research ancient cultures in order to develop and
present a modern Master Planned Community of their own creation based on
the eight traits of a civilization
• instruction to students on how to write a Compare and Contrast essay of
similarities and differences between ancient civilizations and the United
States today
• organize a map for students to label the various ancient civilizations and empires
Board Approved 8-3-15
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Assessments/Evaluations:
Formative:
• Map using a scoring guide for measurement
• Project – assessed using a scoring guide
• Summative: Common questions on a unit test
Sample Assessment Questions:
•
• What aspects of societies are common across time and location?
• What does it take to be a civilization?
• How do cultural perceptions and stereotypes develop?
Instructional Resources/Tools:
• Articles
• Internet access
• Map
• Current event articles
• Civilization resources
Cross Curricular Connections:
•
•
ELA:
• Reading
• Writing
• Research
Social Studies: Geography
Depth of Knowledge (Section 5)
DOK: 4
Board Approved 8-3-15
2
Curriculum: World History (Thematic)
Curricular Unit: Power, Authority, and Governance
Instructional Unit: B. Summarize basic principles and processes of government
systems in order to synthesize the creation and development of nations over
time
Standard Alignments (Section 2)
SSCLE: PR.1Aa; PR.1.Ab (1,4); PR.1.B; PPGS.2.B; PPGS.2.C (1,2,4);
TSSI.7.A-F (World History)
Knowledge: (SS) 1,2,7
CCSS: 9-10.RH.1; 9-10.RH.2; 9-10.RH.9
NETS: 1d; 2c; 5a,b
Performance: 1.5, 1.6, 1.9, 1.10, 2.1, 3.5
Unit (Section 3)
Learning Targets:
•
Compare and contrast differing forms of government and its basic principles
•
Analyze past governmental principles in order to make connections to modern
day governmental systems
•
Distinguish between differing forms of law and their impact on governmental
systems
•
Asses the relationship between governmental systems and the citizenry
Summarize how the development of nations is directly related to governmental
systems
Instructional Strategies:
•
•
The teacher will:
• create a graphic organizing research opportunity for students to identify traits and
examples of the following systems of government:
• Republic
• Democracy
• Monarchy
• Dictator
• Oligarchy
Board Approved 8-3-15
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provide:
• an illustration and summary activity for students to examine historical and
modern government responses to:
• war
• terrorism
• natural disasters
• economic issues
to determine what:
• system of government is in control
• what relationship the people have with the government
• excerpts from government documents for students to identify:
• laws
• distribution of power
• how a government meets the needs of the people
• instruction for students to write a Compare and Contrast essay using two
systems of government
Assessments/Evaluations:
•
Formative:
• Essay using a scoring guide for measurement
• Project – assessed using a teacher created scoring guide
• Summative: Common questions on a unit test
Sample Assessment Questions:
•
• What is the purpose of government?
• How is living under various types of rulers advantageous?
• How do citizens interact with their government?
Instructional Resources/Tools:
Excerpts from the Internet
Illustration and Summary handout
Textbooks:
• United States Constitution
• Magna Charta
Cross Curricular Connections:
•
•
•
•
ELA
• Reading
• Writing
• Research
Depth of Knowledge (Section 5)
DOK: 3
Board Approved 8-3-15
4
Curriculum: World History (Thematic)
Curricular Unit: Production, Distribution, and Consumption
Instructional Unit: C. Analyze the development of world economies
Standard Alignments (Section 2)
SSCLE: MUSWH.3b.I,L; ECP.4.J; TSSI.7.A-F
Knowledge: (SS) 3,4
CCSS: 9-10.RH.2; 9-10.RH.7
NETS: 1d; 3b,d; 5a
Performance: 1.6, 1.9, 1.10
Unit (Section 3)
Learning Targets:
•
Distinguish between economic systems and their impact on local and global
economies
•
Summarize the development of trade and asses its importance in the 21st
Century
Evaluate the economic, political and social impact of industrialization and trade
upon world economies
Instructional Strategies:
•
•
The teacher will:
• provide:
• instruction for students to complete a graphic organizer to identify traits and
examples of the following economic systems:
• Market
• Command
• Traditional
• Mercantilism
• internet and library tools for students to research the causes for:
• economic expansion throughout historical time periods
• how modern trade patterns developed from historical conquests
• organize and present a multi-media presentation for students to emphasize how
technology advancements have created the ability to expand in ways such as
(the):
• European exploration for trade routes
• Triangle Trade
• Columbian Exchange
• Industrialization
• Imperialism
Board Approved 8-3-15
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prepare internet and library resources for students to create a multi-media
presentation to explain the:
• economic
• political
• social
• environmental
impact of developing economies and industrialization
• select various articles for student to read, understand and discuss the
connectedness of economics and the interdependence of the modern world
economy
Assessments/Evaluations:
•
Formative:
• Graphic organizer
• Project – assessed using a teacher created scoring guide
• Summative: Common questions on a unit test
Sample Assessment Questions:
•
Who benefitted most from the Columbian Exchange and why?
How did trade in human capital bring social and economic change to the Western
Hemisphere?
• To what extent does mercantilism create an economic advantage?
• Do the benefits of the Industrial Revolution outweigh the costs?
• Can the environment sustain and support modern economic activity demands?
Instructional Resources/Tools:
•
•
• Internet access
• Graphic organizer directions
• PowerPoint
• Articles
Cross Curricular Connections:
•
•
ELA
• Reading
• Writing
• Research
Social Studies: Economics
Depth of Knowledge (Section 5)
DOK: 4
Board Approved 8-3-15
6
Curriculum: World History (Thematic)
Curricular Unit: People, Places, & Environment
Instructional Unit: D. Investigate how past cultural interactions have
influenced and caused shifts in society
Standard Alignments (Section 2)
SSCLE: MUSWH.3b.I; EGSA.5.Cc; EGSA.5.Fa-d; RIGIG.6.L,O; TSSI.7.A-F
Knowledge: (SS) 5,6
CCSS: 9-10.RH.3; 9-10.RH.9
NETS: 2c; 3c; 5a
Performance: 1.6, 1.9, 3.6
Unit (Section 3)
Learning Targets:
•
Predict the positive and negative outcomes of interactions between cultures
•
Explain the impact of powerful nations on native cultures
•
Summarize examples of continuity and change from various ancient and
modern civilizations
Synthesize how conflict influences political, religious, economic, and social
changes within societies
Instructional Strategies:
•
•
The teacher will:
• create a research opportunity to compile a list of historical events where cultures
were in conflict and determine:
• motives of each side
• cultural differences
• lasting impacts
such as:
• the Crusades
• Europeans and the slave trade (interactions with native peoples in Africa and
the Americas)
• Spanish conquistadors and the Aztecs and Inca
• provide research opportunities for the students to determine the impact
imperialism of industrialized nations had on native cultures in:
• Asia
• Africa
• the Pacific
• Latin America
Board Approved 8-3-15
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organize instruction for students to:
• create a presentation using the research completed (from the first two
strategies) to explain how a cultural conflict (historical or modern) has
impacted a nation(s) politically, economically, and/or socially
• assess if a solution could or could not have been reached between parties
involved and construct a possible solution or agreement
Assessments/Evaluations:
•
• Formative: Project – assessed using a teacher created scoring guide
• Summative: Common questions on a unit test
Sample Assessment Questions:
• Are cultural clashes inevitable?
Instructional Resources/Tools:
• Internet
• Library
• Guidelines for student presentations
Cross Curricular Connections:
•
ELA:
• Reading
• Writing
• Research
Depth of Knowledge (Section 5)
DOK: 4
Board Approved 8-3-15
8
Curriculum: World History (Thematic)
Curricular Unit: Individuals, Groups, and Institutions
Instructional Unit: E. Distinguish differences in philosophical thought of
individuals and groups and apply to historical events
Standard Alignments (Section 2)
SSCLE: PR.1.B; MUSWH.3b.H,J,Ka; EGSA.5.Dd,I; RIGIT.6.M; TSSI.7.A-F
Knowledge: (SS) 3
CCSS: 9-10.RH.4; 9-10.RH.10
NETS: 3b; 5a,c
Performance: 1.5, 1.6, 1.9, 3.5
Unit (Section 3)
Learning Targets:
•
Identify patterns of why new ideas and attitudes develop
•
Investigate examples of new ways of thinking and their lasting impact
•
Analyze how institutions meet the needs of citizens and impact society
• Explain why institutions change over time
Instructional Strategies:
•
The teacher will:
• provide:
• a chart and an opportunity for students to research:
• humanism
• the Reformation
• the Scientific Revolution
• the Enlightenment
in order to understand:
• why these changes occurred
• how they impacted society
• select and provide various excerpts of works from:
• Renaissance
• Reformation
• Enlightenment
authors to better understand views of the role institutions should play in
controlling and serving citizens
• organize instruction for students to identify specific examples of the role
technology has played in the development and spread of ideas and new ways of
thinking
Board Approved 8-3-15
9
Assessments/Evaluations:
• Formative: Project – assessed using a teacher-created scoring guide
• Summative: Common questions on a unit test
Sample Assessment Questions:
Where did new ways of thinking lead Europeans during the Renaissance?
How are the ideas of the Enlightenment reflected across time?
How does the use of reason alter perspectives of our relationship with the world?
What form of government provides the greatest benefits to the greatest number and
why?
• How do institutions meet the needs of people?
Instructional Resources/Tools:
•
•
•
•
• Chart of individual philosophers
• Graphic organizer
• Excerpts
• Articles
Cross Curricular Connections:
•
ELA:
• Reading
• Writing
• Research
Depth of Knowledge (Section 5)
DOK: 4
Board Approved 8-3-15
10
Curriculum: World History (Thematic)
Curricular Unit: Time, Continuity, and Change
Instructional Unit: F. Analyze civilizations and empire development, growth,
and lasting impacts in reference to the modern era
Standard Alignments (Section 2)
SSCLE: MUSWH.3a.X; MUSWH.3b.Kb; MUSWH.3b.M,N; RIGIT.6.N (1,2);
TSSI.7.A-F
Knowledge: (SS) 3,6
CCSS: 9-10.RH.1; 9-10.RH.2; 9-10.RH.9
NETS: 1d; 2c; 5a,b
Performance: 1.6, 1.9, 1.10, 3.1, 3.8
Unit (Section 3)
Learning Targets:
•
Investigate how a civilization can rise and fall
•
Evaluate, in the terms of cause and effect, how oppression can lead to revolution
and change
•
Compare ancient and modern civilizations in terms of development and growth
Analyze the lasting impacts of ancient civilizations and how they continue to
impact civilizations in the modern era
Instructional Strategies:
•
•
The teacher will:
• present a multi-media presentation to identify powerful and weak empires and
countries to understand:
• how power is acquired
• how power is enforced
• the political, social, and economic impact it has on the nation long-term
• create an opportunity for students to summarize the following revolutions, their
outcomes, and lasting impacts:
• Glorious
• American
• French
• Latin America
• provide the opportunity for students to research historical and modern examples
of oppression and inequalities to create a multi-media presentation explaining:
• the issue at hand
• the impact on people and society
• potential solutions
Board Approved 8-3-15
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Assessments/Evaluations:
Formative – assessed using scoring guides:
• Essay summary
• Project
• Summative: Common questions on a unit test
Sample Assessment Questions:
•
• How do nations grow powerful?
• Why do revolutions occur?
Instructional Resources/Tools:
• PowerPoint
• Internet
• Library
Cross Curricular Connections:
•
ELA
• Reading
• Writing
• Research
Depth of Knowledge (Section 5)
DOK: 4
Board Approved 8-3-15
12