Download Unit Plan Design Template - South Plainfield Public Schools

South Plainfield Public Schools
Curriculum Guide
Honors World History 301
Grade 9
Authors:
Miten Shah
Ken Skillman
Supervisor:
Kedra Gamble
Curriculum Coordinator:
Paul C. Rafalowski
Board Approved on: August 29, 2012
1
Table of Contents
South Plainfield Public Schools Board of Education Members
and Administration
Page: 3
Recognitions
Page: 4
District Mission Statement
Page: 5
Index of Courses
Page: 6
Curriculum Guide
Page: 7-58
2
Members of the Board of Education
Jim Giannakis, President
Sharon Miller, Vice President
Carol Byrne
John T. Farinella, Jr.
Christopher Hubner
William Seesselberg
Joseph Sorrentino
Gary Stevenson
Central Office Administration
Dr. Stephen Genco, Superintendent of Schools
Dr. Frank Cocchiola, Interim Assistant Superintendent of Schools
Mr. James Olobardi, Board Secretary/ BA
Mr. Frank Esposito, Director of Special Services
Ms. Kedra Gamble, Supervisor of Language Arts Literacy and Social Studies
Mr. Vincent Parisi, Supervisor of Math and Science
Mrs. Marlene Steele, Supervisor of Transportation
Mrs. Annemarie Stoeckel, Supervisor of Technology
Ms. Elaine Gallo, Director of Guidance
Mr. Al Czech, Director of Athletics
Mr. Paul Rafalowski, Curriculum Coordinator
3
Recognitions
The following individuals are recognized for their support in developing this Curriculum Guide:
Grade/Course
Writer(s)
Kindergarten:
Joy Czaplinski and Patricia Publik
Grade 1:
Mary Beth Boschen and Laura Mottley
Grade 2:
Cate Bonanno and Maria Sottiriou
Grade 3:
Angela Raimondo-Hajduk and Teresa Luck
Grade 4:
Laura McCreesh
Grade 5:
Rebecca Gross and Dana Hauck
Grade 6:
Rebecca Gross and Dana Hauck
Grade 7:
Joe Blondo and Melody Haggerty
Grade 8:
Joe Bennett and Barbara Pinelli
World History
Miten Shah and Ken Skillman
United States History 1
Frances Flannery and Miten Shah
United States History 2
Brandon Crosby and Frances Flannery
Government and Law
Brandon Crosby
Sociology
Brandon Crosby
Genocide Studies
Frances Flannery
International Relations
Miten Shah
Supervisors:
Supervisor of LAL and Social Studies:
Ms. Kedra Gamble
Supervisor of Mathematics and Science:
Mr. Vince Parisi
Curriculum Coordinator:
Mr. Paul C. Rafalowski
Supervisor of Technology:
Ms. Annemarie Stoeckel
4
South Plainfield Public Schools
District Mission Statement
To ensure that all pupils are equipped with essential skills necessary to acquire a common body
of knowledge and understanding;
To instill the desire to question and look for truth in order that pupils may become critical
thinkers, life-long learners, and contributing members of society in an environment of mutual
respect and consideration.
It is the expectation of this school district that all pupils achieve the New Jersey Core
Curriculum Content Standards at all grade levels.
Adopted September, 2008
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Index of Social Studies Courses
Elementary Schools
(Franklin, Kennedy, Riley, Roosevelt)
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grant School
Grade 5
Grade 6
Middle School
Grade 7
Grade 8
High School
World History
Academic World History
Honors World History
United States History 1
Academic United States History 1
Honors United States History 1
United States History 2
Academic United States History 2
Honors United States History 2
Advanced Placement United States History
Genocide Studies
Sociology
Government and Law
International Relations
Economics and Financial Literacy
6
South Plainfield Public Schools Curriculum Guide
Content Area: Social Studies
Grade Level: 9th Grade
Course Title: Honors World History: 301
Unit 1A-1B:
Age of Exploration and Expansion
Renaissance/Reformation
7 Weeks
Unit 2: Asia in Transition
Islamic Empires
China/Japan
6 Weeks
Unit 3A-3D: From Absolutism to Revolution
Monarchs, Enlightenment and Scientific
Revolution, French Revolution and Napoleon
5 Weeks
Unit 4A-4C:
Industrialization and Nationalism
Industrial Revolution, Revolution in Latin
America, Nationalism in Europe
Imperialism
6 Weeks
Unit 5: World War and Totalitarianism in
the 20th Century WWI Simulation
6 Weeks
Unit 6: Independent Study of 20/21st
centuries in regions of the world
Board Approved on:
6 Weeks
August 29, 2012
7
Unit 1A
Content Area – Social Studies
Unit Title – Age of Exploration and Expansion
Target Course/Grade Level – Honors World History 301: Grade 9
Unit Summary/Rationale – During this unit, students will be able to explore the causes, major events, and
results of the Renaissance as it began in Italy and spread through the rest of Europe. The Renaissance’s
major accomplishments in terms of the arts, literature, sciences, education, and other disciplines will be
highlighted, along with major contributors. Special attention will be given towards how the Italian
Renaissance differed from the Northern Renaissance, but ultimately, the significance of both revolutions on
life in Europe will be highlighted.
Interdisciplinary Connections – Language Arts, Arts, Government
Technology Integration – Projector for a computer; Access to necessary websites such as Twitter and
Facebook (some may require Flash technology); YouTube clips
21st Century Skills –
21st Century Themes –
Global Awareness; Civic Literacy;
Creativity/Innovation; Critical Thinking/Problem Solving;
Financial, Economic, Business, and
Communication & Collaboration; Information Literacy;
Entrepreneurial Literacy
Technology Literacy
Learning Target
Standard(s) – 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: Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700)
Content Statement(s) –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.
Strand(s) – B. Geography, People, and the Environment
Cumulative Progress Indicator(s) (CPI) –
6.2.12. B.2.a - Relate the geographic location of Italian city-states to the fact that Italy was the center of the
Renaissance.
6.2.12. B.2.b - 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.
Strand(s) – D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.2.12. D.2.a - Determine the factors that led to the Renaissance and the impact on the arts.
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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.
Reading Standards for Literacy:
Key Ideas and Details
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.
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.
Writing Standards for Literacy:
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.
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.
Unit Essential Questions
 What have been the greatest impacts of the
Renaissance on European and the global
society?
 Which was more significant – the Italian
Renaissance or the Northern Renaissance?
 Which individual contributed the most towards
the Renaissance?
Unit Enduring Understandings
 The Renaissance can be seen through art, literature,
and many other forms of culture
 The Renaissance led to a focus on the individual and
away from religion
 The Renaissance ultimately created a foundation for
modern-day European and global society
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Terminology: Renaissance, perspective, humanism, patron, satire, engraving, utopia, Francesco Petrarch,
Filippo Brunelleschi, Niccolo Machiavelli, Baldasarre Castiglione, Leonardo da Vinci, Raphael Sanzio,
Michelangelo Buonarrotti, Donatello, Johann Gutenberg, Desiderius Erasmus, Thomas More, Francois
Rabelais, Michel de Montaigne, Miguel de Cervantes, Jan van Eyck, Pieter Brueghel, Albrecht Durer,
William Shakespeare, Reformation, predestination, protestant, counterreformation, Martin Luther, John
Calvin, Pope Paul III
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
- Discuss how the
acceptance of
nonreligious attitudes and
the study of Greek and
Roman culture led to the
development of the
Renaissance and
influenced society
- Students will engage in lectures / discussions
on the topics within this unit
- Students will engage in
structured class discussions
where they will present their
own ideas while building
upon the ideas of their peers
- Students will be involved in group work at
times for the aforementioned tasks
- Students will read primary and secondary
source documents regarding topics in the unit
- Explain how the Italian
Renaissance spread to
northern and western
Europe, and affected
writers and artists in those
areas
- Students will be able to
analyze and draw
conclusions through reading
literary sources on the
Renaissance
- Students will undertake an
assessment (either multiple
choice, short answer, essay
test or a writing response) in
which they will show their
understanding of the unit
- Assess the impact of the
Renaissance on European
society as a whole
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Writing Utensil, Globe Fearon World History text book; Globe Fearon World History work
book; McDougal Littell Modern World History Patterns of Interaction; Holt World History The Human
Journey; Internet; Projector, Laptop, Overhead, Supplemental Reading Materials, Paintings/Sculptures,
Movies on the Renaissance and Reformation, Maps
10
Unit 1B
Content Area – Social Studies
Unit Title – Renaissance/Reformation
Target Course/Grade Level – Honors World History 301: Grade 9
Unit Summary/Rationale – During this unit, students will understand the causes of the Protestant
Reformation, such as the actions of Martin Luther, the Renaissance, and the socioeconomic factors existing
in Europe after the Middle Ages. This will help them to comprehend how the Reformation led to various
branches of Christianity, as well as the Catholic Reformation and reforms within the Catholic Church itself.
All in all, the unit will help explain how European society was profoundly changed and how the impact of
the Reformation can even be seen in society today.
Interdisciplinary Connections – Language Arts, Geography,
Technology Integration – Power Point, Overhead projector, Internet, Cicero, Learn 360, YouTube
21st Century Themes –
Global Awareness; Civic Literacy
21st Century Skills –
Creativity, Critical thinking/Problem solving, Information
Literacy, Technology Literacy
Learning Targets
Standard(s) – 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: Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700)
Content Statement(s) – 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.
Strand(s) – B. Geography, People, and the Environment
Cumulative Progress Indicator(s) (CPI) –
6.2.12. B.2.b - 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.
Strand(s) - D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
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.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.
11
Reading Standards for Literacy:
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.
Writing Standards for Literacy:
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
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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).
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.
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.
Unit Essential Questions
 Was the Protestant Reformation a necessary
change to the Catholic Church?
 Was the Catholic Church positively or
negatively impacted by the Protestant
Reformation?
 What was the impact of the Reformation on
European society as a whole?
Unit Enduring Understandings
 The Protestant Reformation was the result of many
factors that existed in European society
 There were several leaders of the Reformation,
inspired by Martin Luther
 The Reformation divided Christianity between the
Protestants and Catholics
 The Reformation encouraged a movement away
from monarchy towards democracy
Terminology: Reformation, predestination, protestant, counterreformation / Catholic Reformation, Martin
Luther, John Calvin, Pope Paul III, Jesuits, indulgences, various Protestant denominations
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
- Understand how the
different socioeconomic
factors existent in Europe
led to the Protestant
Reformation
- Students will engage in lectures / discussions
on the topics within this unit
- Students will engage in
structured class discussions
where they will present their
own ideas while building
upon the ideas of their peers
- Compare and contrast
the actions of various
individuals during the
Reformation against one
another, such as Martin
Luther, John Knox, John
Calvin, etc.
- Students will read primary and secondary
source documents regarding topics in the unit,
such as Martin Luther’s 95 Theses
- Students will be involved in group work at
times for the aforementioned tasks
- Students will construct and analyze a chart
that shows how Christianity was divided
further as a result of the Protestant Reformation
- Explain how the
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- Students will be able to
analyze and draw
conclusions through reading
literary sources on the
Reformation
- Students will undertake
assessments (multiple
choice, short answer,
Christian church was
divided between the
Catholics and Protestants
essay test/quizzes and/or a
writing response) in which
they will show
their understanding of the
unit
- Assess the strength of
the Catholic reaction to
the Protestant
Reformation with their
own Counterreformation
or Catholic Reformation
- Mini-research on a
Protestant / Catholic
denomination of choice
arising from this time period
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Writing Utensil, Globe Fearon World History text book; Globe Fearon World History work
book; McDougal Littell Modern World History Patterns of Interaction; Holt World History The Human
Journey; Internet; Projector, Laptop, Overhead, Supplemental Reading Materials, Paintings/Sculptures,
Movies on the Reformation, Maps
14
Unit 2
Content Area – Social Studies
Unit Title –Asia in Transition; Islamic Empires; China/Japan
Target Course/Grade Level – Honors World History 301: Grade 9
Unit Summary/Rationale – During this unit, students will examine the Age of European Exploration to
determine the motivations, the technologies involved, the interactions with the native populations including
effects on and reactions of those peoples and cultures. Specifically compare and contrast the actions of
China and Japan and the effects of American colonization on native populations.
Interdisciplinary Connections – Language Arts, Science and Technology,
Technology Integration – Power Point, Overhead, Internet, Cicero, Learn 360, You-tube
21st Century Themes –
Global Awareness, Civic Literacy,
Financial, Economic, Business
21st Century Skills –
Creativity, Critical thinking/Problem solving, Information
Literacy, Technology Literacy
Learning Targets
Standard(s) – 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)
Content Statement(s) – 1. The Emergence of the First Global Age: Global Interactions and
Colonialism
The methods of and motivations for exploration and conquest resulted in increased global interactions,
differing patterns of trade, colonization, and conflict among nations.
Colonization was inspired by the desire to have access to resources and markets, often at the expense of the
indigenous culture, population, and environment.
Strand(s) – A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) 6.2.12. A.1.a - Compare and contrast the motivations for and methods by which various empires (e.g.,
Ming, Qing, Spanish, Mughal, or Ottoman) expanded, and assess why some were more effective than others
in maintaining control of their empires.
Strand - B. Geography, People, and the Environment
15
Cumulative Progress Indicator(s) (CPI) 6.2.12. B.1.a - Explain major changes in world political boundaries between 1450 and 1770, and assess the
extent of European political and military control in Africa, Asia, and the Americas by the mid-18th century.
6.2.12. B.1.b Determine the role of natural resources, climate, and topography in European exploration,
colonization, and settlement patterns.
Strand - C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI) 6.2.12. C.1.a - Determine the role of natural resources, climate, and topography in European exploration,
colonization, and settlement patterns.
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 economy and society.
6.2.12. C.1.d Determine the effects of increased global trade and the importation of gold and silver from
the New World on inflation in Europe, Southwest Asia, and Africa.
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.
Strand - D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) 6.2.12. D.1.a - Assess the political, social, and economic impact of the Columbian Exchange of plants,
animals, ideas, and pathogens on Europeans and Native Americans.
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.f - Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the
European colonies.
Reading Standards for Literacy:
Key Ideas and Details
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.
Integration of Knowledge and Ideas
RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis
16
in print or digital text.
Writing Standards for Literacy:
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.
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.
Unit Essential Questions
 Why were Europeans interested in Eastern
trade and how did European empires expand?
 Why did China and Japan have limited or
isolated relationships with European powers?
 What were the motives and impact of slavery
on America, Africa and Europe?
 How did European nations establish colonies
in the Americas and how did this affect the
native peoples?
Unit Enduring Understandings
 Europeans had political, economic and social
motivations for exploration and colonization.
 European technology and diseases allowed their
success in colonization.
 China and Japan took different approaches to
international affairs
 Local populations were dramatically affected by
colonization with challenges that remain to this day
Terminology: Commodity, Ambassador, Fleet, Monopoly, Navigation, Shareholder, Marco Polo, Qing,
Ming, Yongle, Prince Henry, Bartolomeu Dias, Vasco da Gama, Tokugawa, Jihad, Cash Crop,
Encomienda, Triangular Trade, Viceroy, Aztecs, Incas, Mercantilism, Columbian Exchange, Columbus,
Amerigo Vespucci, Magellan, Cortes, Pizzaro, Balboa, Henry Hudson, Montezuma, Spanish Class System,
Colonies, Middle Passage,
17
Goals/Objectives
Students will be able to 1. Explain how the growing
European interest in the East led
to the search for direct trade
routes and the desire to spread
Christianity.
2. Describe the discoveries of the
explorers who Prince Henry the
Navigator of Portugal sent out
on expeditions and the rise of
Dutch, English, French,
Portuguese, and Spanish trading
empires.
3. Compare and contrast China’s
limited contact with other
countries during the Ming and
Qing Dynasties with Japan’
isolation from the outside world
4. Describe how Spanish and
Portuguese colonies were
established in the Americas and
how they affected the peoples.
5. Explain the causes of the
Atlantic Slave Trade and their
effects on Europeans, Africans,
Native Americans, and
American colonists.
6. Explain the religious and
political factors that led to the
growth and decline of Spain’s
Empire.
Learning Activities/Instructional
Strategies
Evidence of Learning
(Formative & Summative)
1. Analyze maps to indicate the
importance of trade routes.
2. Construct a chart indicating the
explorer, country, discoveries
3. China/Japan
3.a.Video clip 1421: The Year
China Discovered America
3.b. Compare Japanese feudalism
to Medieval European feudalism
4. Video clip: Guns, Germs and
Steel to see how the Europeans
conquered the Americas.
5. Video clip: Armistead as
example of the Middle Passage.
6. Discuss the phrase, “for God,
Gold and Glory” as it applied to
exploration.
1. Label on a map areas of
the Americas controlled
by England, France,
Spain and Portugal by the
late 1600s.
2. Mini-research paper on
an individual explorer:
Who, What, Where,
Why, So What?
3. a. Essay: How would
your life be different if
China had followed up
on exploration?
b. Construct chart
comparing Japanese and
Medieval feudalism
4. Argue the percentage
resulting from each
factor.
5. Write a reaction paper.
6. Make a pie chart showing
the relative importance of
each “G.” Explain the
rationale.
- Students will undertake
assessments (multiple
choice, short answer,
essay test/quizzes and/or
a writing response) in
which they will show
their understanding of the
unit.
All objectives:
Note-taking in class and homework
Power Point content
delivery/discussion
18
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Writing Utensil, Globe Fearon World History text book; Globe Fearon World History work
book; McDougal Littell Modern World History Patterns of Interaction; Holt World History The Human
Journey; Internet; Projector, Laptop, Overhead, Supplemental Reading Materials, Paintings, Movies on
Exploration (Amistad, Aztecs, Guns, Germs, Steel), Maps
19
Unit 3A
Content Area – Social Studies
Unit Title – From Absolutism to Revolution; Monarchs, Enlightenment, and Scientific Revolution;
French Revolution and Napoleon
Target Course/Grade Level – Honors World History 301: Grade 9
Unit Summary/Rationale – During this unit, students will analyze the concept of Absolutism as seen in
the rule of Louis XIV of France and applied to the political, social, and economic conditions in England,
France, Austria, Spain and Russia during this era.-
Interdisciplinary Connections - Locations and Geography: Maps; Art: Paintings
Technology Integration – Power Point, Overhead, Internet, Cicero, Learn 360, You-tube
21st Century Themes –
Global Awareness, Civic Literacy,
Financial, Economic, Business
21st Century Skills –
Creativity, Critical thinking/Problem solving, Information
Literacy, Technology Literacy
Learning Targets
Standard(s) – 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
Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700)
Content Statement(s) – 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
Strand(s) – A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.2.12. A.2.c: 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).
Era
The Emergence of the First Global Age (1350-1770)
Content Statement(s) –
1. The Emergence of the First Global Age: Global Interactions and Colonialism
The methods of and motivations for exploration and conquest resulted in increased global interactions,
differing patterns of trade, colonization, and conflict among nations.
Colonization was inspired by the desire to have access to resources and markets, often at the expense of the
20
indigenous culture, population, and environment
Strand(s) C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI) –
6.2.12. C.1.c: Assess the role of mercantilism in stimulating European expansion through trade, conquest,
and colonization.
Reading Standards for Literacy:
Key Ideas and Details
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.
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.
Writing Standards for Literacy:
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.
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.
21
Unit Essential Questions
 How does an Absolute Monarch establish and
maintain control of his/her empire? How does
this form of government affect the country
politically, socially and economically?
Unit Enduring Understandings
 Absolute monarchs are good at control, focused
development and being a physical unifying point of
a country, but have problems with succession and
political and economic rights for individuals.
Terminology: Absolute Monarch, English Civil war, Cavaliers v. Roundheads, Cardinal Richelieu, Sea
Dogs, Magna Carta, Armada, Edict of Nantes, Petition of Right, Pope, Pragmatic Sanction, Dueling,
Spanish Monarchs: Isabella, Ferdinand, Charles V, Philip II; English Monarchs: William the Conqueror,
Henry VIII, Elizabeth I, Mary Tudor, Charles I, James I; French Monarchs: Henry IV, Louis XIII, Louis
XIV, Joan of Arc, Prussian Monarchs: Frederick William, Frederick I, Frederick II; Austrian Monarchs:
Charles VI, Maria Theresa, Joseph II; Russian Monarchs: Ivan the Terrible, Peter the Great, Catherine the
Great
Goals/Objectives
Students will be able to 1. Explain how Louis XIV
became the ‘ideal’
absolute monarch and
the successes and
failures of his reign.
2. Show how other
European monarchies
attempted to copy Louis
with more or less
success.
3. Demonstrate how the
rise of, and competition
between, absolute
monarchs led to wars,
exploration, and
colonization
Learning Activities/Instructional
Strategies
Evidence of Learning
(Formative & Summative)
1. Students will analyze the Palace of
Versailles and discuss how it typifies
the role of the absolute monarch
2. Compare/contrast the issues and ideas
of Peter the Great and Louis XIV.
3. a. Discuss how the wars of this era
represented the competition amongst
the absolute monarchs.
b. Discuss why the new middle class
would support the absolute monarchs
and vice versa.
c. Discuss how the monarchs relied on
and fought with the Catholic for power.
4. Compare English Limited Monarchy to
the Absolute Monarchy of France.
1. Compare Versailles to a
current government
building.
2. Make a chart comparing
Peter the Great and Louis
3. Write a blog entry with
comments as one of the
stories from this unit
happened today, i.e., Joan
of Arc, Henry II, Mary
Tudor, etc.
- Students will undertake
assessments (multiple
choice, short answer, essay
test/quizzes and/or a writing
response) in which they will
show their understanding of
the unit.
All objectives: Note-taking in class and
homework; Power Point content
delivery/discussion
22
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Writing Utensil, Globe Fearon World History text book; Globe Fearon World History work
book; McDougal Littell Modern World History Patterns of Interaction; Holt World History The Human
Journey; Internet; Projector, Laptop, Overhead, Supplemental Reading Materials, Paintings, Movies on
Absolutism (Peter The Great), Maps
23
Unit 3B
Content Area – Social Studies
Unit Title – From Absolutism to Revolution; Monarchs, Enlightenment, and Scientific Revolution;
French Revolution and Napoleon
Target Course/Grade Level – Honors World History 301: Grade 9
Unit Summary/Rationale – During this unit, students will understand the causes of Scientific Revolution,
a time period in which different inventions and technologies drastically impacted life. Several theories /
inventions will be highlighted, such as the heliocentric theory, as well as their respective inventors, such as
Galileo and Copernicus. Not only will students thoroughly understand how these inventions transformed
life, even to modern-day, but the Scientific Revolution’s impact on government and religion will also be
explored.
Interdisciplinary Connections – Language Arts, Science, Mathematics, Technology
Technology Integration – Power Point, Overhead projector, Internet, Cicero, Learn 360, YouTube
21st Century Themes –
Global Awareness; Civic Literacy;
Financial, Economic, Business, and
Entrepreneurial Literacy
21st Century Skills –
Creativity/Innovation; Critical Thinking/Problem Solving;
Communication & Collaboration; Information Literacy;
Technology Literacy
Learning Targets
Standard(s) – 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 - Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700)
Content Statement(s) –
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.
Strand(s)- D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
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.
24
Reading Standards for Literacy:
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.
Writing Standards for Literacy:
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
25
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).
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.
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.
Unit Essential Questions
 What were the great invention / inventor /
ideas that came out of the Scientific
Revolution?
 What was the greatest influence of the
Scientific Revolution on society?
 What was the greatest cause of the Scientific
Revolution?
 How were the ideas of the Enlightenment and
Scientific Revolution related to one another?
Unit Enduring Understandings
 The Scientific Revolution led to many inventions /
ideas that drastically impacted life
 The Scientific Revolution led to a weakening of the
Catholic Church and absolute monarchies
 Many of the ideas of the Scientific Revolution are
still used today
Terminology: heliocentric theory, scientific method, hypothesis, gravity, natural law, censorship, Nicolaus
Copernicus, Galileo Galilei, Johannes Kepler, Francis Bacon, Rene Descartes, Isaac Newton, geocentric
theory, various inventions (such as the thermometer)
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
- Identify the major
inventions and leaders of
the Scientific Revolution
- Students will engage in lectures / discussions
on the topics within this unit
- Students will engage in
structured class discussions
where they will present their
own ideas while building
upon the ideas of their peers
- Explore how the ideas
and inventions of the
Scientific Revolution
challenged previously
believed notions
- Evaluate the extent to
which the ideas and
inventions of the
Scientific Revolution
- Students will be involved in group work at
times for the aforementioned tasks
- Students will read primary and secondary
source documents regarding topics in the unit,
such as the writings / blueprints of Galileo
Galilei
- Students will be able to
analyze and draw
conclusions through reading
literary sources on the
Scientific Revolution
- Students will construct and analyze a chart
that shows the various inventors, inventions,
and impacts of the inventions from the
- Students will undertake
assessments (multiple
26
challenged established
institutions of the
Catholic Church and
absolute monarchies
Scientific Revolution
choice, short answer,
essay test/quizzes and/or a
writing response) in which
they will show
their understanding of the
unit
- Examine how the
successes of the Scientific
Revolution are seen / used
today in society
- Mini-research on an
invention / belief / individual
of choice arising from this
time period
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Writing Utensil, Globe Fearon World History text book; Globe Fearon World History work
book; McDougal Littell Modern World History Patterns of Interaction; Holt World History The Human
Journey; Internet; Projector, Laptop, Overhead, Supplemental Reading Materials, Paintings/Sculptures,
Movies on the Scientific Revolution, Inventions from the Scientific Revolution, Maps
27
Unit 3C
Content Area – Social Studies
Unit Title – From Absolutism to Revolution; Monarchs, Enlightenment, and Scientific Revolution;
French Revolution and Napoleon
Target Course/Grade Level – Honors World History 301: Grade 9
Unit Summary/Rationale – During this unit, students will understand the reasons why people began to
question the established governmental institutions in Europe, primarily absolute monarchies and the
Catholic Church. The works of several philosophes will be explored, as well as how their ideas have led to a
rise in democratic thought and nationalistic revolutions worldwide. Ultimately, the students will understand
how the beliefs of the Enlightenment can be seen in modern-day society, with the Declaration of
Independence and American democracy used as case studies.
Interdisciplinary Connections – Language Arts, Technology, Arts
Technology Integration – Power Point, Overhead projector, Internet, Cicero, Learn 360, Youtube
21st Century Skills –
21st Century Themes –
Global Awareness; Civic Literacy
Creativity/Innovation; Critical Thinking/Problem Solving;
Communication & Collaboration; Information Literacy;
Technology Literacy
Learning Targets
Standard(s) – 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: Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700)
Content Statement(s) –
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.
Strand(s) – A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.2.12. A.2.a - Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism,
tolerance, empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit,
and new theories of education) altered political thought in Europe, and trace the impact of these ideas over
time.
6.2.12. A.2.b - Explain the paradox between the ideology of the Enlightenment and the treatment of women
and non-Europeans in European society.
6.2.12. A.2.c - 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).
28
Strand(s) – D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
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.
Era - Age of Revolutions (1750-1914)
Content Statement(s)3. Age of Revolutions: Political and Industrial Revolutions, Imperialism, Reform, and Global Impact
Discontent with prevailing economic, political, and social conditions was the impetus for change, which
resulted in revolution or reform.
The Industrial Revolution was a consequence of technological innovation and expanding economic activity
and markets, resulting in massive population movement, urbanization, and the development of complex
economic systems.
Industrialized nations embarked on a competitive 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.
Strand(s) - A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.2.12. A.3.a - Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights,
democracy, and nationalism) became driving forces for reforms and revolutions.
Reading Standards for Literacy:
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.
Writing Standards for Literacy:
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
29
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).
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.
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.
30
Unit Essential Questions
 What was the most significant / influential
belief to rise from the Enlightenment?
 What is the relationship between the
Enlightenment beliefs and democratic thought?
 What was the true impact of the Enlightenment
on revolutions arising in the late-1700s and
early-1800s?
Unit Enduring Understandings
 The Enlightenment challenged the established
conventions of absolutism and the Catholic Church
 The Enlightenment led to a rise in democracy
 Thomas Hobbes and John Locked had competing
viewpoints on humanity and government
 The Enlightenment’s beliefs can be seen in society
today, such as in the American government
Terminology: natural law, social contract, laissez faire, free market economy, censorship, philosophe,
salons, Paris, Thomas Hobbes, John Locke, Adam Smith, Voltaire, Jean-Jacques Rousseau, Montesquieu,
Denis Diderot, Mary Wollstonecraft, Joseph II of Austria, natural rights, balance of power, separation of
power, checks & balances
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
- Identify the major
beliefs and leaders of the
Enlightenment
- Students will engage in lectures / discussions
on the topics within this unit
- Students will engage in
structured class discussions
where they will present their
own ideas while building
upon the ideas of their peers
- Explore how the ideas
and beliefs of the
Enlightenment challenged
previously believed
notions
- Evaluate the extent to
which the ideas and
beliefs of the
Enlightenment challenged
established institutions of
the Catholic Church and
absolute monarchies
- Examine how the beliefs
of the Enlightenment are
seen / used today in
society
- Students will be involved in group work at
times for the aforementioned tasks
- Students will read primary and secondary
source documents regarding topics in the unit,
such as The Leviathan by Thomas Hobbes
- Students will construct and analyze a chart
that shows the various philosophers, beliefs,
and impacts of the ideas from the
Enlightenment
- Students will create a social contract with the
teacher as an example of a social contract
between the citizens and government in society
- Students will be able to
analyze and draw
conclusions through reading
literary sources on the
Enlightenment
- Students will undertake
assessments (multiple
choice, short answer,
essay test/quizzes and/or a
writing response) in which
they will show
their understanding of the
unit
- Mini-research on an belief /
individual of choice arising
from this time period
31
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Writing Utensil, Globe Fearon World History text book; Globe Fearon World History work
book; McDougal Littell Modern World History Patterns of Interaction; Holt World History The Human
Journey; Internet; Projector, Laptop, Overhead, Supplemental Reading Materials, Paintings/Sculptures,
Movies on the Enlightenment, Maps
32
Unit 3D
Content Area – Social Studies
Unit Title – French Revolution/Napoleon
Target Course/Grade Level – Honors World History 301: Grade 9
Unit Summary/Rationale – During this unit, students will analyze the causes and results of the French
Revolution and the rise and fall of Napoleon to understand the pattern of revolutions and how they are
driven by different individuals and groups with different motives and methods. This pattern of revolution
can be referenced all the way through revolutions today.
Interdisciplinary Connections - Language Arts, Arts, Government
Technology Integration – Power Point, Overhead, Internet, Cicero, Learn 360, You-tube
21st Century Themes –
Global Awareness, Civic Literacy,
Financial, Economic, Business
21st Century Skills –
Creativity, Critical thinking/Problem solving, Information
Literacy, Technology Literacy
Learning Targets
Standard(s) – 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)
Content Statement – 3. Age of Revolutions: Political and Industrial Revolutions, Imperialism,
Reform, and Global Impact
Discontent with prevailing economic, political, and social conditions was the impetus for change, which
resulted in revolution or reform.
Strand – A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.2.12. A.3.a: Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights,
democracy, and nationalism) became driving forces for reforms and revolutions.
6.2.12. A.3.b: Determine the extent to which the American, French, and Haitian revolutions influenced
independence movements in Latin America.
6.2.12. A.3.c: Relate the responses of various governments to pressure for self-government or selfdetermination to subsequent reform or revolution.
6.2.12. A.3.d: Assess the extent to which revolutions during this time period resulted in the expansion of
political, social, and economic rights and opportunities.
33
Reading Standards for Literacy:
Key Ideas and Details
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.
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.
Writing Standards for Literacy:
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.
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.
Unit Essential Questions
Unit Enduring Understandings
 What were the causes of the French
 Revolutions tend to follow a pattern of ebb and flow
Revolution?
from moderate to radical and back to moderate or
even reactionary change.
 Why did the French Revolution get so out of
control?
 Authoritarian leaders can take advantage of the
 How can fear and uncertainty lead people to
uncertainty and fear resulting from revolutions
accept, even welcome authoritarian leadership?
Terminology: Louis XIV, Marie-Antoinette, Bastille, Declaration of the Rights of Man, conservatives,
moderates, radicals, Reign of Terror, coup d’etat, Napoleon Bonaparte, Napoleonic Code, Napoleon’s
Empire, Grand Army, scorched-earth policy, 100 Days, Congress of Vienna, reactionaries, Revolutions of
1848
34
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
1. Identify the causes of
the French Revolution
2. Explain how French
Revolution leadership
evolved from
moderate to radical
leaders
3. Rate Napoleon as a
political as well as
military leader and
explain his ultimate
mistakes
1. Discuss the spectrum of political thought
from “left to right” conservative to radical.
2. Discuss the reasons for Napoleon’s rise and
fall
1. Make a chart of the
causes of the FR.
Identifying political,
economic and social
causes.
2. Research use of the terms
‘right’ and ‘left’ today.
3. Write an opinion piece on
whether Napoleon was
good or bad for France.
All objectives:
Note-taking in class and homework
Power Point content delivery/discussion
-Students will undertake
assessments (multiple
choice, short answer, essay
test/quizzes and/or a writing
response) in which they will
show their understanding of
the unit.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Writing Utensil, Globe Fearon World History text book; Globe Fearon World History work
book; McDougal Littell Modern World History Patterns of Interaction; Holt World History The Human
Journey; Internet; Projector, Laptop, Overhead, Supplemental Reading Materials, Paintings/Sculptures,
Movies on the Enlightenment, Maps
35
Unit 4A
Content Area – Social Studies
Unit Title – Industrialism and Nationalism; Industrial Revolution; Revolution in Latin America;
Nationalism in Europe; Imperialism
Target Course/Grade Level – Honors World History 301: Grade 9
Unit Summary/Rationale – During this unit, students will learn about how people gained pride in their
colonies and lands, leading to revolutions as inspired by the French Revolution and American Revolution.
There will be a focus on European nationalist revolutions, such as those that unified the German and Italian
states, however, there will be a focus on the how the creoles led revolutions in Latin America from South
America to Mexico. Ultimately, these themes can be carried over to modern-day with the revolutions such
as the Arab Spring of 2011.
Interdisciplinary Connections - – Language Arts, Science and Technology,
Technology Integration – – Power Point, Overhead, Internet, Cicero, Learn 360, You-tube
21st Century Themes –
Global Awareness, Civic Literacy,
Financial, Economic, Business
21st Century Skills –
Creativity, Critical thinking/Problem solving, Information
Literacy, Technology Literacy
Learning Targets
Standard(s) – 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)
Content Statement(s) – 3. Age of Revolutions: Political and Industrial Revolutions, Imperialism,
Reform, and Global Impact
Discontent with prevailing economic, political, and social conditions was the impetus for change, which
resulted in revolution or reform
Strand(s) – A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.2.12. A.3.a Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights,
democracy, and nationalism) became driving forces for reforms and revolutions.
Strand(s) – D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
36
6.2.12.D.3.a Explain how individuals and groups promoted revolutionary actions and brought about
change during this time period.
Reading Standards for Literacy:
Key Ideas and Details
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.
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.
Writing Standards for Literacy:
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.
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.
Unit Essential Questions
 How did Nationalism impact countries,
empires and political, social and economic
trends?
Unit Enduring Understandings
 Nationalism can build up a country (Italy and
Germany) or tear it apart (Austrian Empire). This
issue continues today as ethnic and religious groups
demand their own countries.
Terminology: Revolutions of 1848, Unification of Italy, Garibaldi, King Victor Emmauel II, Unification of
Germany, Otto Von Bismarck, Kaiser,
37
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
1. Definite Nationalism
1. Discuss what makes an American
and how it is created,
“American” and how other groups might
fed and grown in a
define themselves.
country or group.
2. Discuss how nationalism became the
2. Show how
unifying factor more than religion and or
Nationalism led to
social class.
independence
3. Examine the effects of nationalism in Italy
movements and new
and Germany
countries in Europe
4. Research the Arab Spring movements as
3. Describe the
nationalistic movements
unification of
Germany and Italy as
All objectives:
examples of
Note-taking in class and homework
Nationalism creating a Power Point content delivery/discussion
country.
4. Demonstrate how
Nationalism is in play
in current revolutions
and protests.
1-2.Produce a poster or chart
indicating American
characteristics and
contrasting with another
‘nation’
3. Analyze a political cartoon
relating to Italian and
German unification
- Students will undertake
assessments (multiple
choice, short answer, essay
test/quizzes and/or a writing
response) in which they will
show their understanding of
the unit.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Writing Utensil, Globe Fearon World History text book; Globe Fearon World History work
book; McDougal Littell Modern World History Patterns of Interaction; Holt World History The Human
Journey; Internet; Projector, Laptop, Overhead, Supplemental Reading Materials, Paintings, Webquest,
You-tube research on the Arab Spring Maps
38
Unit 4B
Content Area – Social Studies
Unit Title – Industrialism and Nationalism; Industrial Revolution; Revolution in Latin America;
Nationalism in Europe; Imperialism
Target Course/Grade Level – Honors World History 301: Grade 9
Unit Summary/Rationale – During this unit, students will explore how The Industrial Revolution
dramatically changed life in Europe and the Americas and led to the ability of Europe and America to
dominate the world. Current countries trying to develop are going through the same steps of Industrial
development today.
Interdisciplinary Connections - – Language Arts, Science and Technology,
Technology Integration – – Power Point, Overhead, Internet, Cicero, Learn 360, You-tube
21st Century Themes –
Global Awareness, Civic Literacy,
Financial, Economic, Business
21st Century Skills –
Creativity, Critical thinking/Problem solving, Information
Literacy, Technology Literacy
Learning Targets
Standard(s) - 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)
Content Statement(s) – 3. Age of Revolutions: Political and Industrial Revolutions, Imperialism,
Reform, and Global Impact
The Industrial Revolution was a consequence of technological innovation and expanding economic activity
and markets, resulting in massive population movement, urbanization, and the development of complex
economic systems.
Strand(s) – B. Geography, People, and the Environment
6.2.12. B.3.b: Relate the Industrial Revolution to population growth, new migration patterns, urbanization,
and the environment.
Strand(s) – C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI) –
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.b: Analyze interrelationships among the Industrial Revolution, nationalism, competition for
global markets, imperialism, and natural resources.
39
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.d: Determine how, and the extent to which, scientific and technological changes, transportation,
and new forms of energy brought about massive social, economic, and cultural changes.
Strand(s) – D. History, Culture, and Perspectives
Content Statement(s) –
6.2.12. D.3.b: Explain how industrialization and urbanization affected class structure, family life, and the
daily lives of men, women, and children.
Reading Standards for Literacy:
Key Ideas and Details
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.
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.
Writing Standards for Literacy:
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.
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.
40
Unit Essential Questions
 Why was the Agricultural Revolution required
for the Industrial Revolution to start?
 How did the Industrial Revolution begin?
 How did the Industrial Revolution change the
lives of people in Europe and the Americas?
 How did Industrialization give European
countries the desire and the power to expand
internationally?
Unit Enduring Understandings
 Industrialization had positive and negative
consequences especially short term
 The industrialized countries soon dominated the
world.
 Even today industrialization is the first step for a
country becoming a modernized country
Terminology: crop rotation, Industrial Revolution, factory system, steam engine, cotton gin, tenements,
corporations, mass production, monopoly, business cycle, free enterprise, socialism, communism, unions,
collective bargaining, Adam Smith, laissez-faire, Karl Marx,
Goals/Objectives
Students will be able to 1. list the key
inventions of
the Ind.
Revolution
2. identify the
political,
social and
economic
effects of the
Ind. Rev.
Learning Activities/Instructional Strategies
Website factory demonstration water power
Industrial worker simulation
- Students will engage in lectures / discussions
on the topics within this unit
- Students will be involved in group work at
times for the aforementioned tasks
- Students will read primary and secondary
source documents regarding topics in the unit
All objectives:
Note-taking in class and homework
Power Point content delivery/discussion
41
Evidence of Learning
(Formative & Summative)
- Students will engage in
structured class discussions
where they will present their
own ideas while building
upon the ideas of their peers
- Students will be able to
analyze and draw
conclusions through reading
literary sources on the
Renaissance
- Students will undertake
assessments (multiple
choice, short answer, essay
test/quizzes and/or a writing
response) in which they will
show their understanding of
the unit.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Writing Utensil, Globe Fearon World History text book; Globe Fearon World History work
book; McDougal Littell Modern World History Patterns of Interaction; Holt World History The Human
Journey; Internet; Projector, Laptop, Overhead, Supplemental Reading Materials, Paintings, Water-powered
factory on-line simulation; Guns, Germs and Steel video; part 3
42
Unit 4C
Content Area – Social Studies
Unit Title – Industrialism and Nationalism; Industrial Revolution; Revolution in Latin America;
Nationalism in Europe; Imperialism
Target Course/Grade Level – Honors World History 301: Grade 9
Unit Summary/Rationale – Imperialism was an outgrowth of Nationalism and the Industrial Revolution
when the Europeans/Americans dominated other regions of the world primarily for their own economic
benefit. The ramifications of the effects of Imperialism have been lasting and continue to impact current
situations in formerly ‘imperialized’ nations.
Interdisciplinary Connections - Language Arts, Science and Technology
Technology Integration – Power Point, Overhead, Internet, Cicero, Learn 360, You-tube
21st Century Skills –
21st Century Themes –
Global Awareness, Civic Literacy,
Creativity, Critical thinking/Problem solving, Information
Financial, Economic, Business
Literacy, Technology Literacy
Learning Targets
Standard(s) – 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)
Content Statement(s) – 3. Age of Revolutions: Political and Industrial Revolutions, Imperialism,
Reform, and Global Impact
Industrialized nations embarked on a competitive 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.
Strand- A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.2.12. A.3.g: Analyze the motives for and methods by which European nations, Japan, and the United
States expanded their imperialistic practices in Africa and Asia during this era, and evaluate the impact of
these actions on their relations.
Strand- B. Geography, People, and the Environment
Cumulative Progress Indicator(s) (CPI) –
6.2.12. B.3.a: Assess the impact of imperialism by comparing and contrasting the political boundaries of
the world in 1815 and 1914.
Strand- C. Economics, Innovation, and Technology
43
Cumulative Progress Indicator(s) (CPI) –
6.2.12. C.3.b: Analyze interrelationships among the Industrial Revolution, nationalism, competition for
global markets, imperialism, and natural resources.
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.d: Determine how, and the extent to which, scientific and technological changes, transportation,
and new forms of energy brought about massive social, economic, and cultural changes.
6.2.12. C.3.e: Assess the impact of imperialism on economic development in Africa and Asia.
Reading Standards for Literacy:
Key Ideas and Details
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.
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.
Writing Standards for Literacy:
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.
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.
44
Unit Essential Questions
 What motivated the European countries
dominate other regions?
 What were the effects of Imperialism on the
native population immediately and in the
future?
 How did the political, economic and social
ideas of the era influence Imperialism?
Unit Enduring Understandings
 Industrialization drove a need for raw materials and
markets that encouraged Europeans to interact more
directly with other regions
 European technology allowed them to overcome
resistance by native populations
 Europeans rationalized dominance on social and
religious grounds.
Terminology: imperialism, White Man’s Burden, paternalism, assimilation, spheres of influence, Suez
Canal
Goals/Objectives
Students will be able to 1. Identify the social and
economic effects of
the Ind. Rev.
2. describe how the
Europeans divided
Africa and Asia for
their own use
3. identify the effects of
Imperialism on
African nations even
after independence
4. contrast the Chinese
and Japanese
reactions to
Imperialism
Learning Activities/Instructional Strategies
1. Analyze the “White Man’s Burden”
2. Discuss the reasons for the Berlin
Conference
3. Discuss implications of Imperialism (Gun,
Germs, Steel video)
4. Web site on Japanese imperialistic art
All objectives:
Note-taking in class and homework
Power Point content delivery/discussion
Evidence of Learning
(Formative & Summative)
- Students will engage in
structured class discussions
where they will present their
own ideas while building
upon the ideas of their peers
- Students will be able to
analyze and draw
conclusions through reading
literary sources on the
Renaissance
- Students will undertake
assessments (multiple
choice, short answer, essay
test/quizzes and/or a writing
response) in which they will
show their understanding of
the unit.
45
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Writing Utensil, Globe Fearon World History text book; Globe Fearon World History work
book; McDougal Littell Modern World History Patterns of Interaction; Holt World History The Human
Journey; Internet; Projector, Laptop, Overhead, Supplemental Reading Materials, Paintings, Guns, Germs
and Steel video; part 3, maps
46
Unit 5
Content Area – Social Studies
Unit Title – World War and Totalitarianism in the 20th Century; WWI Simulation
Target Course/Grade Level – Honors World History 301: Grade 9
Unit Summary/Rationale – During this unit, students will gain an understanding of how many of the
previously discussed units (imperialism, nationalism) culminated in World War I. Following a brief global
perspective on the significant events, leaders, and weaponry of the Great War, the peace process involving
the Paris Peace Conference and the Treaty of Versailles will be explored. This post-war treaty and the postwar era will be used as a way to create a foundation for the rise of totalitarian leaders. In turn, this will
create the basis for the causes of World War 2, for which the significant events (including the Holocaust),
leaders, and weaponry will also be explored both in Europe and the Pacific. Lastly, the post-war peace
process in both Europe and Japan will be examined for both their strengths and weaknesses in creating
global security.
Interdisciplinary Connections – Geography, Language Arts, Science, Mathematics, Arts, Economics
Technology Integration – Power Point, Overhead projector, Internet, Cicero, Learn 360, YouTube
21st Century Themes –
Global Awareness; Civic Literacy;
Financial, Economic, Business, and
Entrepreneurial Literacy
21st Century Skills –
Creativity/Innovation; Critical Thinking/Problem Solving;
Communication & Collaboration; Information Literacy;
Technology Literacy
Learning Targets
Standard(s) – 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 - A Half-Century of Crisis and Achievement (1900-1945)
Content Statement(s) – 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.
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 world.
Economic, technological, and military power and bureaucracies have been used by nations to deliberately
47
and systematically destroy ethnic/racial, political, and cultural groups.
Strand(s) – A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.2.12. A.4.a - Explain the rise of fascism and spread of communism in Europe and Asia.
6.2.12. A.4.c - 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.
6.2.12. A.4.d - Assess government responses to incidents of ethnic cleansing and genocide.
Strand(s) - B. Geography, People, and the Environment
Cumulative Progress Indicator(s) (CPI) –
6.2.12. B.4.a - Determine the geographic impact of World War I by comparing and contrasting the political
boundaries of the world in 1914 and 1939.
6.2.12. B.4.b - Determine how geography impacted military strategies and major turning points during
World War II.
6.2.12. B.4.c - Explain how the disintegration of the Ottoman empire and the mandate system led to the
creation of new nations in the Middle East.
6.2.12. B.4.d - Explain the intended and unintended consequences of new national boundaries established
by the treaties that ended World War II.
Strand(s) - C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI) –
6.2.12. C.4.a - 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.
6.2.12. C.4.b - 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).
6.2.12. C.4.c - Assess the short- and long-term demographic, social, economic, and environmental
consequences of the violence and destruction of the two World Wars.
6.2.12. C.4.d - 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.
Strand(s) - D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.2.12. D.4.a - Analyze the extent to which nationalism, industrialization, territory disputes, imperialism,
militarism, and alliances led to World War I.
6.2.12. D.4.b - Analyze the Treaty of Versailles and the League of Nations from the perspectives of
different nations.
6.2.12. D.4.c - Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba),
and determine the impact on global politics.
6.2.12. D.4.d - 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.
6.2.12. D.4.e - Compare how Allied countries responded to the expansionist actions of Germany and
Italy.
48
6.2.12. D.4.f - Explain the role of colonial peoples in the war efforts of the Allies and the Central/Axis
Powers in both World Wars.
6.2.12.D.4.g - Analyze the role of nationalism and propaganda in mobilizing civilian populations in support
of “total war”
6.2.12. D.4.h - 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.
6.2.12. D.4.i - 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.
6.2.12. D.4.j - Analyze how the social, economic, and political roles of women were transformed during
this time period.
6.2.12. D.4.k - Analyze how the arts represent the changing values and ideals of
society.
6.2.12. D.4.l - Assess the cultural impact of World War I, the Great Depression, and World War II.
Reading Standards for Literacy:
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.
Writing Standards for Literacy:
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.
49
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).
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.
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.
Unit Essential Questions
Unit Enduring Understandings
 Why was World War I the “Great War”?
 The primary causes of WWI were militarism,
alliances, imperialism, and nationalism
 What was the most significant cause of World
War I?
 The alliances of nations during WWI and WW2,
 Why was World War I not the “war to end all
including the role of the USA
wars”?
 The Paris Peace Process was a faulty process in
 What was the relationship between the rise of
several manners
totalitarianism and the post-WWI era?
 There was a global economic downturn following
 What was the most significant cause of World
WWI in the late 1920s / early 1930s
War 2 (in Europe and the Pacific)?
 The rise of totalitarian leaders can be traced to the
 Was the manner in which WW2 ended in the
conditions in the post-WWI climate
Pacific ethical?
 The primary causes of WW2 in Europe and the
 What was the impact of the Holocaust on
Pacific were different yet similar
European and the global society?
 There were several technological breakthroughs
used in both WW’s that altered military tactics
 The manner in which WW2 in Europe ended
differed from that of how WW2 ended in the Pacific
 Many human rights atrocities were committed
during WW2 in Europe (Holocaust) and the Pacific
(Rape of Nanking)
50
Terminology: anarchy, armistice, demobilization, entente, mobilize, reparation, soviet, stalemate,
ultimatum, fascism, totalitarian state, appeasement, blitzkrieg, genocide, Holocaust, internment camp,
sanction, scorched-earth policy, leaders of WWI (both military and political) and WW2 (both military and
political), various forms of technology (such as machine guns)
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
- Identify the major
causes of both WWI and
WW2
- Students will engage in lectures / discussions
on the topics within this unit
- Students will engage in
structured class discussions
where they will present their
own ideas while building
upon the ideas of their peers
- Assess the impact of
different technology and
weaponry during both
WWI and WW2
- Evaluate the influence
of different individuals
(political and military
leaders) during WWI and
WW2
- Analyze the events that
led to the human rights
atrocities such as the
Holocaust and Japanese
actions in the Pacific
- Evaluate the peace
process following WWI
and how it may have
contributed to the events
following, such as the
economic downturn and
WW2
- Students will be involved in group work at
times for the aforementioned tasks
- Students will read primary and secondary
source documents regarding topics in the unit,
such as The Fourteen Points by Woodrow
Wilson
- Students will analyze and identify different
events and actions on a map of Europe and the
Pacific for the world wars
- Students will analyze the tactics used by
totalitarian leaders to rise to the head of
government in their respective nations (such as
through listening to audio clips)
- Students will analyze different forms of
propaganda from various sources to understand
how they influenced populations to think and
act in a certain manner
- Students will be able to
analyze and draw
conclusions through reading
literary sources on the World
Wars
- Students will undertake
assessments (multiple
choice, short answer,
essay test/quizzes and/or a
writing response) in which
they will show
their understanding of the
unit
- Mini-research on an event /
individual of choice arising
from this time period
- Students will undertake
minor assessment regarding
the reading of a supplemental
text or primary documents
- Compare and contrast
the two world wars
against one another to
identify similarities and
differences
51
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Writing Utensil, Globe Fearon World History text book; Globe Fearon World History work
book; McDougal Littell Modern World History Patterns of Interaction; Holt World History The Human
Journey; Internet; Projector, Laptop, Overhead, Supplemental Reading Materials, Paintings/Sculptures,
Movies on the World Wars, Maps, Propaganda pieces, relevant multimedia (such as videos of speeches)
52
Unit 6
Content Area – Social Studies
Unit Title – Independent Study of 20/21st Centuries
Target Course/Grade Level – Honors World History 301: Grade 9
Unit Summary/Rationale – During this unit, students will take a survey study of contemporary issues in
each of the following major geographic regions – Latin America, Africa, Europe, and Asia. The causes of
these topics will be explored, as related to previous units taught in this course. Common themes of conflict,
unity, and geography (among others) will be stressed. Finally, the significance of these issues in the modern
global society will be discussed so that students may better understand the world in which they live.
Interdisciplinary Connections – Geography, Language Arts, Science, Mathematics, Arts, Economics
Technology Integration – Power Point, Overhead projector, Internet, Cicero, Learn 360, YouTube
21st Century Themes –
Global Awareness; Civic Literacy;
Financial, Economic, Business, and
Entrepreneurial Literacy
21st Century Skills –
Creativity/Innovation; Critical Thinking/Problem Solving;
Communication & Collaboration; Information Literacy;
Technology Literacy
Learning Targets
Standard(s) – 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 20th Century Since 1945 (1945-Today)
Content Statement(s) – 5. The 20th Century Since 1945: Challenges for the 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.
Strand(s) – A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
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 of new alliances, and periodic military clashes.
6.2.12. A.5.b - Analyze the structure and goals of the United Nations and evaluate the organization’s ability
to solve or mediate international conflicts.
6.2.12. A.5.c - Explain how World War II led to aspirations for self-determination, and compare and
53
contrast the methods used by African and Asian countries to achieve independence.
6.2.12. A.5.d - Analyze the causes and consequences of mass killings (e.g., Cambodia, Rwanda, BosniaHerzegovina, Somalia, and Sudan), and evaluate the responsibilities of the world community in response to
such events.
6.2.12. A.5.e - Assess the progress of human and civil rights around the world since the 1948 U.N.
Declaration of Human Rights.
Strand(s) - B. Geography, People, and the Environment
Cumulative Progress Indicator(s) (CPI) –
6.2.12. B.5.a - Determine the impact of geography on decisions made by the Soviet Union and the United
States to expand and protect their spheres of influence.
6.2.12. B.5.b - 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.
6.2.12. B.5.c - Determine the impact of migration on way of life (e.g., social, economic, and political
structures) in countries of origin and in adopted countries.
6.2.12. B.5.e - Assess the role of boundary disputes and limited natural resources as sources of conflict.
Strand(s) - C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI) –
6.2.12. C.5.a - Explain how and why Western European countries and Japan achieved rapid economic
recovery after World War II.
6.2.12. C.5.b - Compare and contrast free market capitalism, Western European democratic socialism, and
Soviet communism.
6.2.12. C.5.c - Assess the impact of the international arms race, the space race, and nuclear proliferation on
international politics from multiple perspectives.
6.2.12. C.5.d - Determine the challenges faced by developing nations in their efforts to compete in a global
economy.
6.2.12. C.5.e - Assess the reasons for and consequences of the growth of communism and shift toward a
market economy in China.
6.2.12. C.5.f - Assess the impact of the European Union on member nations and other nations.
6.2.12. C.5.g - Evaluate the role of the petroleum industry in world politics, the global economy, and the
environment.
Strand(s) - D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.2.12. D.5.a - Relate the lingering effects of colonialism to the efforts of Latin American, African, and
Asian nations to build stable economies and national identities.
6.2.12. D.5.b - 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.
6.2.12. D.5.c - Assess the influence of television, the Internet, and other forms of electronic communication
on the creation and diffusion of cultural and political information, worldwide.
6.2.12. D.5.d - 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.
54
Era - Contemporary Issues
Content Statement – 6. Contemporary Issues
Technological innovation, economic interdependence, changes in population growth, migratory patterns,
and the development, distribution, and use of natural resources offer challenges and opportunities that
transcend regional and national borders.
Strand(s) - A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.2.12. A.6.a - Evaluate the role of international cooperation and multinational organizations in attempting
to solve global issues.
6.2.12. A.6.b - Analyze the relationships and tensions between national sovereignty and global interest in
matters such as territory, economic development, use of natural resources, and human rights.
6.2.12. A.6.c - Analyze why terrorist movements have proliferated, and evaluate their impact on
governments, individuals, and societies.
6.2.12. A.6.d - Assess the effectiveness of responses by governments and international organizations to
tensions resulting from ethnic, territorial, religious, and/or nationalist differences.
Strand(s) - B. Geography, People, and the Environment
Cumulative Progress Indicator(s) (CPI) –
6.2.12. B.6.a - Determine the global impact of increased population growth, migration, and changes in
urban-rural populations on natural resources and land use.
Strand(s) - C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI) –
6.2.12. C.6.a - Evaluate efforts of governmental, nongovernmental, and international organizations to
address economic imbalances and social inequalities.
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.
Strand(s) - D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
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.
Reading Standards for Literacy:
Text Types and Purposes:
WHST.9-10.1. Write arguments focused on discipline-specific content.
55
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).
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.
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.
56
Unit Essential Questions
 What has been the most significant change
during the contemporary era in Asia, Africa,
Europe, and Latin America?
 Who have been the most influential leaders in
the aforementioned geographic areas?
 What does the future hold for the
aforementioned geographic area?
 How do areas mentioned before impact the
global society?
Unit Enduring Understandings
 Europe has united into the European Union and has
a common currency
 Asia has a gap of wealth/development between
powers such as Japan, China, India, and the Central
Asian nations
 Africa has been cursed by poor governments,
disease, and warfare, yet blessed with natural
resources
 Latin America has fallen under poor governments
and warfare, yet is developing currently
Terminology: Cold War, Common Market, containment, default, glasnost, nationalize, welfare state, acid
rain, amnesty, asylum, commute, counterrevolutionary, domino theory, impeach, privatize, suburb
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
- Explain how India,
Pakistan and Bangladesh
achieved their
independence
- Students will engage in lectures / discussions
on the topics within this unit
- Students will engage in
structured class discussions
where they will present their
own ideas while building
upon the ideas of their peers
- Students will be involved in group work at
times for the aforementioned tasks
- Analyze the methods the
Communist Party took to - Students will read primary and secondary
come to control in China
source documents regarding topics in the unit,
- Identify the factors that
allowed Japan to recover
from its defeat in WW2
- Evaluate the methods
and success of nations
that have achieved their
independence in Africa
- Students will analyze and identify different
events and actions on a map of various
geographic regions
- Students will analyze multimedia sources of
events in this unit to understand their impact on
the nation / region of choice
- Understand how
colonial rule ended in the
Middle East and has
contributed to problems
in the region today
- Students will be able to
analyze and draw
conclusions through
analyzing multimedia
sources on the unit
- Students will undertake
assessments (multiple
choice, short answer,
essay test/quizzes and/or a
writing response) in which
they will show
their understanding of the
unit
- Mini-research on an event /
individual of choice arising
from this time period
- Assess the
57
transformation of Latin
America and its impact on
the global society today
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Writing Utensil, Globe Fearon World History text book; Globe Fearon World History work
book; McDougal Littell Modern World History Patterns of Interaction; Holt World History The Human
Journey; Internet; Projector, Laptop, Overhead, Supplemental Reading Materials, Paintings/Sculptures,
Movies on the Contemporary Issues, Maps, Propaganda pieces, relevant multimedia (such as videos of
speeches)
58