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TUSD CURRICULUM MAP-SOCIAL STUDIES
World History: Grade 10, Quarter 3
Unit: Age of Exploration:
Topic: Rise and Decline of Empires/Changes in the Status Quo
“The Power Grab”
**STUDENTS GUIDING THOUGHTS:
GUIDING QUESTIONS: 1. How did European expansion and the slave trade affect the people of Africa  ID.9‐12.3‐ I know that all my group identities and the intersection of those identities culturally, socially, politically, economically? create unique aspects of who I am and that this is true for other people too. 2. How did the Europeans change Mesoamerica culturally, politically, socially,  DI.9‐12.5‐ I recognize traits of a dominant culture, my home culture and other economically? cultures, and I am conscious of how I express my identity as I move between those 3. How did the Age of Exploration change the world? spaces. 4. In what ways did European nations prosper through exploration in the fifteenth  DI.9‐12.10 ‐ I understand that diversity includes the impact of unequal power century? relations on the development of group identities and cultures. Unifying Concept:
Transitions
** Anti‐Bias Framework http://perspectives.tolerance.org/?q=node/494 Big Ideas/Enduring Understandings
Students will understand that:  The Age of Exploration led to competition for power and resources; which changed the society, cultures and way‐of‐
life of many civilizations and people of the world e.g. Africa and Mesoamerica.  The Slave Trade led to an African Diaspora.  The cultural, social, demographic effects of the Columbian Exchange had on the Native populations in the Americas.  In the 15th century, Europeans began to explore the world which led Portugal, Spain, the Dutch Republic, and England reached new economic heights through worldwide trade. Content Standards
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Strand 2 Concept 5: Encounters and Exchange *PO1 Describe the religious, economic, social, and political interactions among civilizations that resulted from early exploration. Strand 2 Concept 2: Early Civilizations PO2 Analyze the development and historical significance of Hinduism, Judaism, Buddhism, Christianity, and Islam. Strand 2 Concept 3: World in Transition PO3 Compare the development of empires (e.g., Roman, Han, Mali, Incan/Incan, and Ottoman) throughout the world. Strand 2 Concept 1: PO1‐PO7  Columbian Exchange  Conquistadors  Mercantilism  Middle Passage  Colony  Triangle Trade  Spice Trade  Encomienda/Hacienda  African Diaspora
Literacy Skills
Reading Standards for Literacy
9‐10. RH.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key vents or ideas develop over the course of the text. 9‐10. RH3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. 9‐10. RH7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Writing Standards for Literacy 9‐10.WHST.1 Write arguments focused on discipline‐specific content: a) Introduce precise, claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s) counterclaims, reasons, and evidence. 6/21/2015 1 Key Vocabulary
Possible Activities and Readings
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Columbus’ Journals: http://mith.umd.edu/eada/html/display.php?docs=columbus_journal.xml and http://www.understandingprejudice.org/nativeiq/columbus.htm o Read excerpts from October 11 and 13 and describe Columbus’ first encounter with the Indians.  Ballad of Magellan Animaniacs: https://www.youtube.com/watch?v=pM‐
igYjn6E4  TedEd “Slavery”: http://ed.ted.com/lessons/the‐atlantic‐slave‐trade‐what‐your‐
textbook‐never‐told‐you‐anthony‐hazard  View short videos from Crash Course World History: Columbus, De Gama, Zheng He 15th Century Mariners, Columbian Exchange, The Atlantic Slave Trade, The Spanish Empire: Silver and Runaway Inflation. https://www.khanacademy.org/partner‐content/crash‐course1/crash‐course‐
world‐history  View the website: Museums of the African Diaspora http://www.blackpast.org/gah/museums‐of‐the‐african‐diaspora Resources **Multicultural Text: Purple Hibiscus: A Novel by Adichie, Chimamanda Ngozi  Journals from Slave Ships: http://discoveringbristol.org.uk/slavery/routes/from‐
africa‐to‐america/ship‐journals/ and equiano recalls the middle passage.pdf  Visual Record of Slave Trade and Slave life: http://hitchcock.itc.virginia.edu/Slavery/index.php Performance Assessments
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Read excerpts from Journals from Slave Ships and “Equiano Recalls the Middle Passage” equiano recalls the middle passage.pdf o Students will write a letter to the president of the United States and/or members of Congress as if they were citizens at that time and ask these officials to abolish the Atlantic slave trade, citing specific reasons and describing the horrors of such a voyage.  Columbian Exchange Discussion o Students will create a Mental Mind Map to prepare for a discussion on the changes and continuities that resulted from the Columbian Exchange: ColumbianExchangeMentalMap.docx  Before and After Columbian Exchange: Students are assigned one of the following; Inca, Aztecs, Kingdom of Kongo, Benin in order to create an Empire Profile. Their profile must include a discussion of the religious, economic, social, and political interactions that resulted from early exploration.  Create a Facebook page of an explorer. Students will explore the reasons behind Spanish Conquistadors’ (soldiers, explorers, and adventurers) travels and research important European explorers who made lasting contributions to our history. Example guidelines: http://teachingflorida.org/activity/european‐explorer‐facebook‐
project‐and‐webquest#tabs‐1  Create a multimedia project on the African Diaspora: art, music, poetry.  Create a Tourist Pamphlet advertising life in one of the empires during this time period. Go to for tips and examples: https://www.behance.net/gallery/610225/Tourist‐Brochure‐(Mock‐design)  Medical autopsy on the Gunpowder Empires reviewing the internal and external causes of decline  Explorer Project – Research an explorer, put together a presentation for funding for their expedition. * Summative Assessment:  Students will write an argumentative essay on the following prompt: o During the Age of Exploration, European explorers traversed the globe, bringing great wealth and knowledge to Europe. At the same time, these explorers brought disease, slavery, and war to many of the societies that they encountered. Overall, did the Age of Exploration benefit the world? Essay components: A clear, concise, and defined thesis statement Clear and logical transitions between the introduction, body, and conclusion Body paragraphs that include evidential support. Include differing 6/21/2015 2 points of view regarding the topic
Evidential support A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided. Rubric: Common Core Rubrics\PARCC‐AZMerit RevRubric ‐ Argumentative.doc * Priority Standard ** Anti‐Bias Framework http://perspectives.tolerance.org/?q=node/494 6/21/2015 3 TUSD CURRICULUM MAP-SOCIAL STUDIES
World History: Grade 10, Quarter 3
Unifying Concept:
Transformation
Unit: Age of Revolution
GUIDING QUESTIONS: 1. How did scientific discoveries change people’s attitudes towards natural events, social problems, and religious faith? 2. How did Enlightenment effect European government? 3. How did women play a part of the Scientific Revolution and Enlightenment? 4. How did revolutions change Europe and the world? Topic: Global Connections and Revolutions
**STUDENTS GUIDING THOUGHTS:
 ID.9‐12.3‐ I know that all my group identities and the intersection of those identities create unique aspects of who I am and that this is true for other people too.  DI.9‐12.7 I have the language and knowledge to accurately and respectfully describe how people (including myself) are both similar to and different from each other and others in their identity groups.  DI.9‐12.10 ‐ I understand that diversity includes the impact of unequal power relations on the development of group identities and cultures. ** Anti‐Bias Framework http://perspectives.tolerance.org/?q=node/494 Big Ideas/Enduring Understandings
Students will understand that:
 The Scientific Revolution gave Europeans a new way to view humankind’s place in the universe while Enlightenment beliefs and thoughts impacted the politics, art, music, and literature of Europe in the 18th century.  The effects of Revolutions (eg. French, Latin, Haitian, and American) changed Europe politically and socially.  The role of women during the Scientific Revolution and Enlightenment Content Standards
Strand 2 Concept 6 Age of Revolution *PO2 Explain how new ideas (i.e., Heliocentric, Scientific Method, Newton’s Laws) changed the way people understood the world. PO3 Explain how Enlightenment ideas influenced political thought and social change. PO4 Analyze the developments of the French Revolution and rule of Napoleon. PO5 Explain the revolutionary and independence movements in Latin America (e.g., Mexico, Haiti, South America). Strand 2 Concept 1: PO1‐PO7 Natural rights Geocentric Scientific method Heliocentric Social Contract Separation of Powers Coup d’état Radicalism Abolitionists
Literacy Skills
Reading Standards for Literacy 9‐10. RH7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. 9‐10. RH9 Compare and contrast treatment of the same topic in primary and secondary sources. Writing Standards for Literacy 9‐10.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. 9‐10.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9‐10.10.WHST. 9 Draw evidence from informational texts to support analysis, reflection, and research. 6/21/2015 4 Key Vocabulary
* Priority Standard
Possible Activities and Readings
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Enlightenment and Scientific Revolution Speed Dating: Divide the class into two groups: Group #1 will be experts on the Enlightenment and Group #2 will be experts on the Scientific Revolution. o Part 1: Students in each group will work in pairs to research their topic. o Part 2: Students in each group will work in pairs to write questions to ask members of other group during “speed dating session”. Example of set‐up for Speed Dating model: http://www.facultyfocus.com/articles/effective‐teaching‐strategies/using‐
speed‐dating‐model‐enhance‐learning/ OR Directions for 2 minute interview: https://www.facinghistory.org/for‐
educators/educator‐resources/teaching‐strategy/two‐minute‐interview  Exit Interview: Pair with a student from the other group to explain how new ideas (i.e., Heliocentric, Scientific Method, Newton’s Laws) changed the way people understood the world.  Primary Source Analysis: 1. Women of the Scientific Revolution and Enlightenment. 2. Primary Source Analysis: Simon Bolivar “Jamaica Letter”, Declaration of the Rights of Man and Citizen, Declaration of Independence   Recipe for a Revolution (students in groups create a “recipe” for one of the revolutions). Recipe for Revolution.docx  Create a Flow Chart of the time period. Which events led to or were caused by other events? Flowchart templates: http://www.educationoasis.com/curriculum/GO/cause_effect.htm RESOURCES  Simon Bolivar “Jamaica Letter” http://icaadocs.mfah.org/icaadocs/THEARCHIVE/FullRecord/tabid/88/doc/1052
872/language/en‐US/Default.aspx  U.S. Declaration of Independence  Declaration of Rights of Man and Citizen https://chnm.gmu.edu/revolution/d/295/  BBC: “Addicted to Pleasure – Sugar” http://tune.pk/video/1074502/addicted‐
to‐pleasure‐tobacco‐bbc‐documentary  PBS “Egalite for All: Toussaint Louverture and the Haitian Revolution” https://www.youtube.com/watch?v=IOGVgQYX6SU  Crash Course World History: American Revolution, French Revolution, Haitian Performance Assessments
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Analyze the social, cultural and political aspects of the French Revolution and the rule of Napoleon.  Analyze causes and consequences of key revolutionary and independence movements.  Create a Facebook page for revolutionary thinker from the Scientific Revolution to the Enlightenment. Lesson Plan: http://hti.osu.edu/scientificrevolution/lesson_plans/revolutionary_thinkers  Students will participate in a “fishbowl discussion” or “Café Conversation” on the prompt: how did the Enlightenment and Scientific Revolution influence political thought, social change, culture and religion? Fishbowl discussion technique: https://www.facinghistory.org/for‐
educators/educator‐resources/teaching‐strategies/fishbowl Cafe Conversation: https://www.facinghistory.org/for‐educators/educator‐
resources/teaching‐strategies/caf%C3%A9‐conversations Closure: At the conclusion of the discussion students will write a response to the following prompt: To what extent did the ideas of the Scientific Revolution and Enlightenment change the way people understood the world? Rubric: Common Core Rubrics\PARCC‐AZMerit RevRubric ‐ Informative‐
Explanatory.doc * Summative Assessment:  Students will pick a revolution and analyze its success and failures in an informative essay by responding to the following questions: EXAMINE THE RESULTS OF THE REVOLUTION WITH THESE QUESTIONS IN MIND: 1. Did the ideals of the revolution change as its leadership changed? 2. Were the original goals of the revolution achieved? At what point? Were these achievements conserved? 3. Which social classes gained most from the revolution? Which lost? Did the original ruling group or individuals from this group return to power? 4. How was the old political, social, and economic order of society changed as a result of the revolution? Rubric: Common Core Rubrics\PARCC‐AZMerit RevRubric ‐ Informative‐Explanatory.doc 6/21/2015 5 
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Revolution, Latin American Revolution, Industrial Revolution, Capitalism and Socialism. https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9 Crash Course World History Season Two: The Railroad Journey and the Industrial Revolution https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9 English translations of Olympe DeGouges works on feminism: http://www.olympedegouges.eu/ Mary Wollstonecraft, “Vindication of the Rights of Women” http://www.bartleby.com/144/ * Priority Standard ** Anti‐Bias Framework http://perspectives.tolerance.org/?q=node/494 6/21/2015 6 TUSD CURRICULUM MAP-SOCIAL STUDIES
World History: Grade 10, Quarter 3
Unifying Concept:
Transformation
Unit: Age of Imperialism
GUIDING QUESTIONS: 1. How did the Industrial Revolution change humanity? 2. In what ways do technological advances contribute to historical turning points? 3. What is the relationship between imperialism and oppression? 4. How did Japan and China change as a result of revolution and Western influence? Topic: Global Connections and Revolutions
**STUDENTS GUIDING THOUGHTS:
 DI.9‐12.5‐ I recognize traits of a dominant culture, my home culture and other cultures, and I am conscious of how I express my identity as I move between those spaces.  DI.9‐12.10 ‐ I understand that diversity includes the impact of unequal power relations on the development of group identities and cultures. ** Anti‐Bias Framework http://perspectives.tolerance.org/?q=node/494 Big Ideas/Enduring Understandings
Students will understand that:
 Cultural, social, technological changes of the Industrial Revolution.  How the Industrial Revolution leads to Imperialism.  The effect of Imperialism on Asia and Africa.  Relationship with the west: Japan versus China. Entrepreneurs Socialism Unification Regime Proletariat Protectorate Literacy Skills
Content Standards
Strand 2 Concept 7: Age of Imperialism *PO1 Explain the rationale (e.g., need for raw materials, domination of markets, advent of national competition, spread of European culture/religion) for imperialism.
PO2 Trace the development of the British Empire around the world (e.g., America, Southeast Asia, South Pacific, India, Africa, the Suez). PO3 Describe the division of the world into empires and spheres of influence during the 18th and 19th centuries (e.g., British, French, Dutch, Spanish, American, and Belgian). PO4 Analyze the effects of European and American colonialism on their colonies (e.g., artificially drawn boundaries, one crop economies, creation of economic dependence, population relocation, cultural suppression). PO5 Analyze the responses to imperialism (e.g., Boxer Rebellion, Sepoy Rebellion, Opium Wars, and Zulu Wars) by people under colonial rule at the end of the 19th century. Reading Standards for Literacy 9‐10. RH9 Compare and contrast treatment of the same topic in primary and secondary sources. 9‐10. RH2 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. Writing Standards for Literacy 9‐10.WHST.1 Write arguments focused on discipline‐specific content: a) Introduce precise, claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s) counterclaims, reasons, and evidence 6/21/2015 7 Key Vocabulary
Indigenous Sepoy Nationalism Ottoman Empire Secularization Meiji Restoration PO6 Analyze the social, political, and economic development and impact of the Industrial Revolution Strand 2 Concept 1: PO1‐PO7 Strand 2 Concept 1: PO1‐PO7 * Priority Standard
Possible Activities and Readings
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Compare/Contrast the political and cultural changes brought to China and Japan by Westerners. Web quest on Imperialism in China http://www.coedu.usf.edu/main/departments/seced/webq/social%20studies/h
istory/jberringer/webquest.htm Primary Source Analysis: Maps of Africa, before and after European Imperialism http://etc.usf.edu/maps/galleries/africa/complete/ Congo: A case study. Congo before and during Belgian rule. http://www.joh.cam.ac.uk/library/library_exhibitions/schoolresources/explorati
on/scramble_for_africa/ Primary source analysis: African Responses to Imperialism http://www.utexas.edu/cola/orgs/hemispheres/_files/pdf/handouts/Imperialis
m_in_Africa_DBQ.pdf India: A case study. India before and during British rule. http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/Imperialism/s
ection_4/earlyindia.html and http://www.pbs.org/thestoryofindia/teachers/lessons/6/ Imperialism Webquest: http://wfps.k12.mt.us/teachers/carmichaelg/imperialism_webquest.htm RESOURCES Crash Course World History: Samurai, Daimyo, Mathew Perry and Nationalism. Imperialism. https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9 Crash Course World History Season Two: Asia responses to Imperialism https://www.youtube.com/playlist?list=PL8dPuuaLjXtNjasccl‐WajpONGX3zoY4M Anthony Bourdain, Parts Unknown: Congo http://www.cnn.com/video/shows/anthony‐bourdain‐parts‐unknown/episode8/ BBC Documentary: “White King, Red Rubber, Black Death” https://www.youtube.com/watch?v=aUZLtkLA0VE Rudyard Kipling, “White Man’s Burden” http://historymatters.gmu.edu/d/5478/ Performance Assessments
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* Summative Assessment: *Four Station Summative Project: Students will rotate to four stations to complete an assessment at each station. Go to pages 21‐26 from the attached sample unit plan for station materials and guidelines. Imperialism Assessment.pdf * Students will write an argumentative essay on the prompt: “Was Western Imperialism as a whole more beneficial for non‐Western nations and cultures, or more harmful?” Rubric: Common Core Rubrics\PARCC‐AZMerit RevRubric ‐ Argumentative.doc * Priority Standard 6/21/2015 8 Conduct a Socratic seminar on the social and economic effects of European Imperialism, or colonization, of Africa using primary source documents from both European and African point of view. https://www.facinghistory.org/for‐
educators/educator‐resources/teaching‐strategies/socratic‐seminar Urban Game – Simulation of change brought on by Industrial Revolution http://www.thecaveonline.com/APEH/TheUrbanGame.htm Power point: urbangameppt.ppt Poster advertising women’s suffrage. “How to Imperialize for Dummies” Book Project ** Anti‐Bias Framework http://perspectives.tolerance.org/?q=node/494 6/21/2015 9