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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 5 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. 8 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 9 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 12 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 13 - 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