Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
20th Century World History: Grade 9 Des Moines Public Schools 2016-17 CURRICULUM GUIDE The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Assessments and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards. 20th Century World History: Grade 9 Schools: East, Hoover, Lincoln, North and Roosevelt 1 year – 1.0 credit Our unique 20th Century World History course is a change not only in what we teach, but in how we teach world history. This course is a focused study of the world in the 20th Century for all ninth-graders. 20th Century World History focuses on key issues, events and people of the 20th Century and helps students build the connections into the past to understand why things came to be that way. This course will be an in-depth look at historical themes from a global perspective. This course will include instructional units on imperialism, world wars, the post-colonial world, conflict and genocide. The 20th Century History course provides students with an opportunity to develop skills such as, but not limited to, interpreting primary sources, developing academic vocabulary related to topics and eras studied, making connections between history and geography, establishing an historical context for topics, people and events studied by organizing information gathered from secondary sources, connecting historical topics, people and events to the present day, and extending their learning through additional resources provided by instructor. The course concludes with a synthesis project in which students have guided choice to investigate a historical topic from the 20 th Century. Link to 9th Grade Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html 1 Unit Content and Skill Standards Unit 1 Imperialism 5 weeks Iowa Core Standards: 9-12.H.3, 9-12.H.5, 9-12.H.6, 9-12.H.7, RH.9-12.4 Content Topics Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.1, RH.9-10.2, RH.9-10.8, W.910.2 Unit 2 Iowa Core Standards: World War I 9-12.H.1, 9-12.H.8, RH.96 weeks 12.4 Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.1, RH.9-10.2, RH.9-10.8, W.910.2 Unit 3 Interwar Years and World War II 7 weeks Iowa Core Standards: 9-12.H.2, 9-12.H.4, RH.912.4 Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.1, RH.9-10.2, RH.9-10.8, W.910.2 Unit History Imperialism (Historical Analysis) Source Analysis Writing informative text Unit 4 The Cold War 6 weeks History World War I (Chronology & Consequence) Source Analysis Writing informative text Unit 5 20th Century Crises 6 weeks History World War II (Historical Change) Source Analysis Writing informative text Unit 6 Globalization and Synthesis Project 6 weeks Content and Skill Standards Content Topics Iowa Core Standards: 9-12.H.3, 9-12.H.5, 9-12.H.6, 9-12.H.7, RH.9-12.4 Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.9, W.9-10.2 Iowa Core Standards: 9-12.H.2, 9-12.H.4, RH.912.4 Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.9, W.9-10.2 Iowa Core Standards: 9-12.H.1, 9-12.H.8, RH.912.4 Common Core English/Language Arts Standards in History and Social Sciences: RH.9-10.9, W.9-10.2 History Cold War (Historical Analysis) Analyzing Multiple Sources (DBQ) Writing informative text History 20th Cent Crises (Historical Change) Analyzing Multiple Sources (DBQ) Writing informative text History Contemporary Themes (Chronology & Consequence) Analyzing Multiple Sources (DBQ) Writing informative text 2 Standards-Referenced Grading Basics The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3. Topic Evidence shows the student can... The common core state Score standard code is located on each scale. Demonstrate all learning targets from Level 2, Level 3, and Level 4 4.0 Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4 3.5 Demonstrate all learning targets from Level 2 and Level 3 3.0 Demonstrate all Level 2 learning targets and some of the Level 3 learning targets 2.5 Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3 2.0 When the time comes to identify the Topic Score for a topic, the teacher looks at all of the pieces of the Body of Evidence for that topic. The table to the right describes what Topic Score a student receives based on what the Body of Evidence shows. The scores listed on this table are the only valid scores that may be entered into the Topic Score assignment in a grade book. Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets 1.5 Demonstrate none of the learning targets from Level 2 or Level 3 1.0 DMPS Grading Resources: grading.dmschools.org *Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital. The Learning Goal is the complete Level 3 of the scale. Each lettered bullet point represents one Learning Target. Produce no evidence appropriate to the learning targets at any level 0 3 Unit 1: Imperialism Is imperialism ever justified? 5 weeks Enduring Understandings Students think about the effects of power and its use in different parts of the world. The conditions of competition between powers that motivate those with more power to take from those with less. The themes that characterize this period are among the driving forces of history. They continue to influence the events of the modern world. Through the lens of imperialism, students explore how power and control were used to manipulate the less developed nations of the world. Imperialists reaped political and economic gains, while those who were colonized lost even more. During the 1800s, some nations sought to add to their empires by expanding into other countries with the use of force. The results of such imperialism were negative for less developed countries. Fierce nationalism, civil unrest, and revolution were often the results. Suggested Texts and Resources Modern World History – Holt Chapter 9: Industrial Revolution *optional/may be of interest Chapter 10. Age of Democracy and Progress *optional/may be of interest Chapter 11: Age of Imperialism Chapter 12: Transformations Around the Globe TCI History Alive! World Connections: Chapter 1 and Chapter 17 Primary Sources “White Man’s Burden,” Berlin Conference, Letters from Gandhi RAFT (speech, letter, political cartoon, posters) DBQ Project DBQ: What was the driving force behind European imperialism in Africa? Choices Curriculum Choices Curriculum: Congo Choices Curriculum: India and Pakistan NBC Learn Unit 1 Imperialism Resources Heartland AEA Resources Learn 360 http://www.learn360.com/index.aspx NetTrekker http://school.nettrekker.com Newsela http://newsela.com/ Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html Link to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo 4 Scales Topic History Imperialism Historical Analysis 9-12.H.3, 9-12.H.5 9-12.H.6, 9-12.H.7 Source Analysis RH.9-10.1 RH.9-10.2 RH.9-10.8 Writing Informative Text 4 In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Example: Is imperialism ever justified? Take a stand and support your position using specific examples from history. 3 2 Discuss the motives/causes for imperialism, using two Knowledge of concepts such as: specific examples. -Causes and motives for imperialism (political and economic competition) Explain the ways in which methods of control were -Methods of control used by used by imperialists. imperialists (forms of rule) -Impacts of imperialism Describe the effects of imperialism on the people, the politics, and the economy of a specific country or Specific vocabulary such as: region. ethnicity, culture, language, ethnocentrism, prejudice, discrimination, racism, cultural diffusion, industrialization, imperialism In addition to meeting the learning goal, the response includes the use of extended, content-specific vocabulary or makes connections to prior learning and/or current events. Accurately determines the central idea by citing evidence, addressing the historical context, and explaining the author’s point of view. Determines the central idea by citing evidence, but fails to accurately address historical context and/or author’s point of view. Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues. Writes informative text. Introduce a topic (sentence or a full paragraph); Organize ideas and concepts (chronologically or thematically); Develop the topic with relevant facts, evidence and accurate examples that are appropriate to the topic. Provide a concluding statement that supports the information or explanation presented. Writes informative text. A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion A level 1.5 writing sample fails to meet the level 3 standard in two areas. 5 Unit 2: World War I Was World War I inevitable? Was the Treaty of Versailles a fair and effective settlement for lasting world peace? Enduring Understandings The first half of the 20th century was one of the most violent periods in world history. Students explore rivalries among European powers that led to a system of military alliances that, sparked by a political assassination, draws Europe and other regions into World War I. The themes that are played out in World War I continue to characterize the development of the modern world – as science and technology in particular exert an increasingly important influence. 6 weeks Suggested Texts and Resources Modern World History – Holt Chapter 13: The Great War Chapter 14: Revolution and Nationalism *optional/may be of interest TCI History Alive! World Connections Chapter 19 and Chapter 20 Primary vs. Secondary Sources http://wwar1.blogspot.com/ http://www.firstworldwar.com/posters/index.htm EyeWitnesstoHistory.com http://www.pbs.org/greatwar/ RAFT (speech, letter, political cartoon, posters) DBQ Project DBQ: What was the underlying cause of World War I? DBQ: How did the Versailles Treaty help cause World War II? NBC Learn Unit 2 WWI Resources Heartland AEA Resources Learn 360 http://www.learn360.com/index.aspx NetTrekker http://school.nettrekker.com Newsela http://newsela.com/ Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html Link to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo 6 Scales Topic 4 3 History World War I In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Summarize three causes of World War I. Determine how these causes led to world war. Example: Evaluate whether or not World War I was inevitable using specific examples from history. In addition to meeting the learning goal, the response includes the use of extended, content-specific vocabulary or makes connections to prior learning and/or current events. Describe, using examples, the political, social, and economic impacts of World War I. Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues. Writes informative text. Introduce a topic (sentence or a full paragraph); Organize ideas and concepts (chronologically or thematically); Develop the topic with relevant facts, evidence and accurate examples that are appropriate to the topic. Provide a concluding statement that supports the information or explanation presented. Chronology & Consequence 9-12.H.1 9-12.H.8 Source Analysis RH.9-10.1 RH.9-10.2 RH.9-10.8 Writing Informative Text Explain the ways in which new technology or strategies impacted World War I. Accurately determines the central idea by citing evidence, addressing the historical context, and explaining the author’s point of view. 2 Knowledge of concepts such as: -causes for WWI; describe changes in technology/war; effects of WWI Specific vocabulary such as: -militarism, alliances, nationalism, imperialism, assassination (Franz Ferdinand); Central v. Allied Powers (Triple Entente v. Triple Alliance); trench warfare; Treaty of Versailles; League of Nations, total war Determines the central idea by citing evidence, but fails to accurately address historical context and/or author’s point of view. Writes informative text. A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion A level 1.5 writing sample fails to meet the level 3 standard in two areas. 7 Unit 3: The Interwar Years and World War 2 Was World War II preventable? Enduring Understandings Students explore themes of nationalism, revolution, and militarism in the study of World War II. The Great War ignited the Russian Revolution of 1917, which replaces czarist rule with the first Communist government. New ideas in science, technology, and the arts emerge in the postwar period. In response to aggression by fascist Italy and Nazi Germany, Britain and France pursue a policy of appeasement, while the United States follows a path of isolationism. Student examine how roles of aggressive ideology, nationalism, and powerful weapons led to World War II. These themes and traits continue to shape politics today. 7 weeks Suggested Texts and Resources Modern World History – Holt Chapter 14: Revolution and Nationalism *optional/may be of interest Chapter 15: Years of Crisis Chapter 16: World War II TCI History Alive! World Connections Chapter 23 Chapter 24 Primary vs. Secondary Sources http://avalon.law.yale.edu/subject_menus/wwii.asp http://www.fordham.edu/halsall/mod/modsbook45.asp RAFT (speech, letter, political cartoon, posters) Web Quest (Dowler, Roosevelt) DBQ Project DBQ: How did the Versailles Treaty help cause World War II? NBC Learn Unit 3 The Interwar Years and WWII Resources NBC Learn WWII Collection Heartland AEA Resources Learn 360 http://www.learn360.com/index.aspx NetTrekker http://school.nettrekker.com Newsela http://newsela.com/ Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html Link to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo 8 Scales Topic History World War II Historical Change 9-12.H.2 9-12.H.4 Source Analysis RH.9-10.1 RH.9-10.2 RH.9-10.8 Writing Informative Text 4 In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Was World War II preventable? Use specific examples from history to help support your argument. 3 Summarize the causes of World War II. Explain the impact of key battles and turning points in World War II, providing at least two examples. Describe the political, social, and economic effects of World War II. In addition to meeting the learning goal, the response includes the use of extended, content-specific vocabulary or makes connections to prior learning and/or current events. Accurately determines the central idea by citing evidence, addressing the historical context, and explaining the author’s point of view. Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues. Writes informative text. Introduce a topic (sentence or a full paragraph); Organize ideas and concepts (chronologically or thematically); Develop the topic with relevant facts, evidence and accurate examples that are appropriate to the topic. Provide a concluding statement that supports the information or explanation presented. 2 Knowledge of concepts such as: communism, fascism, totalitarianism, democracy; global depression; causes of WWII; Axis and Allied Powers, methods and strategies of war, effects of WWII Specific vocabulary/events/leaders such as: Adolf Hitler, J. Stalin, Tojo, Roosevelt, Chamberlain, Churchill, appeasement, blitzkrieg, Pearl Harbor, Stalingrad, D-Day, Midway, atomic bomb, United Nations Determines the central idea by citing evidence, but fails to accurately address historical context and/or author’s point of view. Writes informative text. A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion A level 1.5 writing sample fails to meet the level 3 standard in two areas. 9 Unit 4: The Cold War In what ways did the Cold War change the world? 6 weeks Enduring Understandings Students examine political, social, and economic changes occurring around the globe after World War II. The rivalry between the USSR and United States sits at center stage. With much of Europe and parts of Asia in ruins after World War II, the United States and USSR emerge as rival superpowers. Their political and military confrontations dominate world affairs for the next 40 years. Historical themes of power and authority, revolution, and science and technology are explored by students during this time period. Advances in science, communications, and technology improve life for many people and help create a global economy. Suggested Texts and Resources Modern World History – Holt Chapter 17: Restructuring the Postwar World Chapter 18: The Colonies Become New Nations *optional/may be of interest TCI History Alive! World Connections Chapter 26 Chapter 27 DBQ Project DBQ: The Soviet Union: What should textbooks emphasize? NBC Learn The Cold War Resources NBC Learn The Beginning of the Cold War Collection RAFT (speech, letter, political cartoon, posters) http://sheg.stanford.edu/?q=node/41 http://avalon.law.yale.edu/subject_menus/coldwar.asp HTTP://LIBRARY.THINKQUEST.ORG/11046/DAYS/INDEX.HTML Heartland AEA Resources Learn 360 http://www.learn360.com/index.aspx NetTrekker http://school.nettrekker.com Newsela http://newsela.com/ Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html Link to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo 10 Scales Topic History Cold War Historical Analysis 9-12.H.3, 9-12.H.5 9-12.H.6, 9-12.H.7 Analyzing Multiple Sources (DBQ) RH.9-10.9 Writing Informative Text 4 In addition to meeting the learning goal, the student demonstrates indepth inferences and applications that go beyond the goal. Example: How did the struggle between communism and democracy change the world? Evaluate which factor was most important in the Cold War conflict: the political beliefs, advancements in technology, etc. Defend your position with evidence and examples from history. 3 Compare and contrast forms of government: communism and democracy. Summarize the goals of the USSR and the US. Be sure to include terms such as sphere of influence, satellite state, and containment. Explain the ways in which technology played a role during the Cold War. Trace the development of a proxy war. 2 Knowledge of concepts such as: -Cold War players and their goals -communism, democracy (as political ideology and characteristics of each system) -spread of communism vs containment -Marshall Plan, Truman Doctrine, NATO, Warsaw Pact Specific vocabulary such as: -containment, satellite state, iron curtain, spheres of influence, deterrents, arms race, space race, proxy war In addition to meeting the learning goal, the response includes prior knowledge or outside information to enhance the position and recognizes and responds to the opposing viewpoint (counter claim). Uses at least three documents on the same topic to take a stand on an issue (thesis). Accurately uses evidence from three or more sources to explain and support the position (claim). Attempts to use more than one document on the same topic to take a stand on an issue (thesis). Evidence used from the sources to explain and support the position (claim) may have some misconceptions or inaccuracies. Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues. Writes informative text. Introduce a topic (sentence or a full paragraph); Organize ideas and concepts (chronologically or thematically); Develop the topic with relevant facts, evidence and accurate examples that are appropriate to the topic. Provide a concluding statement that supports the information or explanation presented. Writes informative text. A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion A level 1.5 writing sample fails to meet the level 3 standard in two areas. 11 Unit 5: 20th Century Crises: Conflict and Genocide Who has the responsibility in shaping and resolving 20th century crises? 6 weeks Enduring Understandings Students will explore themes of conflict and genocide in the 20th Century. An emphasis of students’ study will be placed on examining ethnic hostilities, racism, and power that led to violent conflict and mass murder in different regions of the world. Suggested Texts and Resources Modern World History – Holt Chapter 18: The Colonies Become New Nations Chapter 19: Struggles for Democracy TCI History Alive! World Connections Chapter 28 and Chapter 29 Graphic Organizer: 8 Stages of Genocide Project: 8 Stages of Genocide NBC Learn Unit 5 20th Century Crises: Conflict and Genocide Resources Holocaust Holocaust Museum Web Site EBSCO point/counterpoint Holocaust: Echoes and Reflections Curriculum Choices Curriculum: The Holocaust Rwanda Choices Curriculum: Rwanda Center for Human Rights hr.org Film: “Sometimes in April” Film: “Hotel Rwanda”/ Guided Notes/ Discussion Questions Arab/Israeli “The Six Day War” Article Heartland AEA Resources SIRS Researcher on www.iowaaeaonline.org Learn 360 http://www.learn360.com/index.aspx Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html Link to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo 12 Scales Topic 4 History 20th Cent Crises In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Historical Change 9-12.H.2 9-12.H.4 Analyzing Multiple Sources (DBQ) Example: Investigate a historical or current genocide or conflict and take a position on the global response (or lack thereof). 3 Analyze the causes and effects of a 20th Century genocide. Analyze the causes and effects of a 20th Century conflict. Critique the responses of the world community to a specific example of genocide or conflict. 2 Basic knowledge & concepts such as: causes and effects of conflict identify the 8 stages of genocide genocide examples: Holocaust and Rwanda conflict example: Israel/Palestine Vocabulary such as: majority group, minority group, genocide, United Nations In addition to meeting the learning goal, the response includes prior knowledge or outside information to enhance the position and recognizes and responds to the opposing viewpoint (counter claim). Uses at least three documents on the same topic to take a stand on an issue (thesis). Accurately uses evidence from three or more sources to explain and support the position (claim). Attempts to use more than one document on the same topic to take a stand on an issue (thesis). Evidence used from the sources to explain and support the position (claim) may have some misconceptions or inaccuracies. Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues. Writes informative text. Introduce a topic (sentence or a full paragraph); Organize ideas and concepts (chronologically or thematically); Develop the topic with relevant facts, evidence and accurate examples that are appropriate to the topic. Provide a concluding statement that supports the information or explanation presented. Writes informative text. A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion A level 1.5 writing sample fails to meet the level 3 standard in two areas. RH.9-10.9 Writing Informative Text 13 Unit 6: Globalization and Synthesis Project Why is it important to interpret the past? Why does 20th century world history matter to me? Enduring Understandings Students synthesize their learning in 20th Century World History. This project offers students an opportunity to identify a theme for historical inquiry, research primary and secondary sources, and demonstrate their understanding and skill in history. 6 weeks Suggested Texts and Resources Modern World History – Holt Chapter 20: Global Interdependence -Case Study 9/11 TCI History Alive! World Connections Chapter 30 Choices Curriculum International Trade: Competition and Cooperation in a Globalized World Heartland AEA Resources NBC Learn http://nbclearn.com Newsela http://newsela.com/ Learn 360 http://www.learn360.com/index.aspx Research Sites: Compiled for each concept (see our resources folder) Link to Course Page: http://socialstudies.dmschools.org/20th-c-world-history.html Link to Curriculum 101 Office Mix: https://mix.office.com/watch/1jklsjiek17xo 14 Scales Topic 4 In addition to meeting the learning goal, the student demonstrates inHistory Contemporary depth inferences and applications that go beyond the goal. Themes Chronology & Consequence 9-12.H.1 9-12.H.8 Analyzing Multiple Sources (DBQ) RH.9-10.9 Writing Informative Text 3 Interpret how the identified three concepts are still applicable and relevant to the present day. 2 Basic knowledge & concepts such as: Identify and describe at least three concepts from 20th Century World History. Concepts: imperialism, militarism, nationalism, alliances, technology, global depression/recession, forms of government (democracy, communism, totalitarianism), causes of conflict, results of conflict, genocide Example: Justify which of the identified concepts you believe will have the greatest impact during your lifetime. In addition to meeting the learning goal, the response includes prior knowledge or outside information to enhance the position and recognizes and responds to the opposing viewpoint (counter claim). Uses at least three documents on the same topic to take a stand on an issue (thesis). Accurately uses evidence from three or more sources to explain and support the position (claim). Attempts to use more than one document on the same topic to take a stand on an issue (thesis). Evidence used from the sources to explain and support the position (claim) may have some misconceptions or inaccuracies. Writes informative text that demonstrates a depth of knowledge by going above and beyond the grade level expectation. The student digs deeper into the content by connecting the writing to previous learning or to contemporary issues. Writes informative text. Introduce a topic (sentence or a full paragraph); Organize ideas and concepts (chronologically or thematically); Develop the topic with relevant facts, evidence and accurate examples that are appropriate to the topic. Provide a concluding statement that supports the information or explanation presented. Writes informative text. A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion A level 1.5 writing sample fails to meet the level 3 standard in two areas. 15 16