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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 1 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 3 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 5 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 7 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 11 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