Download USD 413 Chanute Public Schools

USD 258 Humboldt Schools
Curriculum Mapping Social Studies
WORLD HISTORY
Date
completed
1st Quarter Curriculum Objectives
explains how economic systems affect the allocation of scarce resources (e.g., monarchies,
financing explorers, mercantilism, rise of capitalism). (5) (COMMUNICATE)
▲(K) explains how economic choices made by societies have intended and unintended
consequences. (e.g., mercantilism, “planned economy” under Soviet Union, Adam Smith-Invisible
hand/Laissez Faire). (5) (COMMUNICATE)
▲(A) analyzes the changes in European thought and culture resulting from the Renaissance (e.g.,
more secular worldview; Machiavelli, Shakespeare; humanism; innovations in art: Michelangelo, Da
Vinci; architecture: St. Peters Dome). (4) (ANALYSIS)
(K) explains the significance of the Ottoman, Safavid, and Mogul Empires (e.g., the Fall of
Constantinople and the establishment of Ottoman dominance in the Balkans and Southwest Asia;
The spread of Shi’ism in Persia, the establishment of Islamic rule in India). (5) (COMMUNICATE)
Standard (S),
Benchmark (B),
Indicator (I),
ELA CCS
(EB1I1)
(EB1I2)
(WB1I1)
(WB1I6)
Vocabulary
MERCANTILISM – an economic system developed in Europe as feudalism died out, intended to unify and increase the power and
monetary wealth of a nation by strict governmental regulation of the entire economy, designed to secure bullion, a favorable balance
of trade, the development of agriculture and manufacturing, and foreign trading monopolies.
CAPITALISM – an economic system characterized by private or corporate ownership of capital goods, by investments that are
determined by private decision, and by prices, production, and the distribution of goods that are determined mainly by competition in
a free market.
PLANNED ECONOMY – an economic system in which the government controls and regulates production, distribution, prices, etc.
RENAISSANCE –a revival or rebirth, usually referring to the revival of classical learning in Italy after the Middle Ages.
SECULAR WORLDVIEW – there is a person or persons who have the answer to particular life questions.
HUMANISM – a cultural and intellectual movement of the Renaissance that emphasized secular concerns as a result of the
rediscovery and study of the literature, art, and civilization of ancient Greece and Rome
1 June, 2011 ELA CCS = English Language Arts Common Core Standard - VOCABULARY = GREEN - FINANCIAL LITERACY = $/BLUE GEOGRAPHIC LOCATIONS = YELLOW - 21ST CENTURY SKILL = BOLD BLACK
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
WORLD HISTORY
SHI’ISM –the branch of Islam that regards Ali as the legitimate successor to Mohammed and rejects the first three caliphs
Essential Questions
CH 5
1.
2.
3.
4.
Why did the Renaissance begin in the Italian city-states?
What characterizes Renaissance art, such as Michelangelo’s David or da Vinci’s Mona Lisa?
Describe the conditions that encouraged the growth of revolutions?
What led to the formation of different Protestant churches?
1.
2.
3.
In what ways did European nations prosper through exploration in the fifteenth century?
How did European expansion and the slave trade affect the people of Africa?
How did Portugal and Spain profit from their colonies in Latin America?
1.
2.
3.
4.
What might have motivated the religious and political conflicts between Protestants and Catholics?
What effect might social, economic, and religious conflicts have on European nations?
What effect would the exercise of absolute power have on a nation?
How might art, literature, and philosophy be influenced by the turbulence of the period?
1.
2.
3.
How could new weapons technology affect an empire’s growth?
What factors help unify an empire?
How does art reflect a country or an empire’s culture?
CH 6
CH 7
CH 8
Activity Options/Strategies/Skills/Curricular Integration/Multiple Intelligences/21st Century Skills
Resources
http://glencoe.mcgraw-hill.com/sites/007891003x/student_view0/
Assessments
Teacher notes
2 June, 2011 ELA CCS = English Language Arts Common Core Standard - VOCABULARY = GREEN - FINANCIAL LITERACY = $/BLUE GEOGRAPHIC LOCATIONS = YELLOW - 21ST CENTURY SKILL = BOLD BLACK
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
WORLD HISTORY
2nd Quarter Curriculum Objectives
Date
completed
▲(K) describes why East Asia withdrew into isolationalism during a time of European expansion
(e.g., Tokugawa Shogunate, end of Great Ming Naval Expeditions) (2) (RETELL)
▲(K) explains essential concepts from the Enlightenment that represented a turning point in
intellectual history (e.g., ideas of Thomas Hobbes, John Locke, Voltaire, Montesquieu, Mary
Wollstonecraft, Jean Jacques Rousseau, Enlightened despotism, salons). (2) (COMMUNICATE)
explores industrialization and its consequences in Britain (e.g., the rise of laissez-faire economics in
Britain, Adam Smith, Chartists, development of the middle class). (4) (CAUSE & EFFECT)
Standard (S),
Benchmark (B),
Indicator (I),
ELA CCS
(WB1I7)
(WB2I2)
(WB2I4)
Vocabulary
ISOLATIONISM – doctrine of isolating one’s country from foreign affairs.
INDUSTRIALIZATION – the growth of machine production and the factory system.
LAISSEZ-FAIRE ECONOMICS - an economic doctrine that opposes governmental regulation of or interference in commerce beyond
the minimum necessary for a free enterprise system to operate according to its own economic laws.
Essential Questions
CH 9
1.
2.
3.
4.
How did a policy of isolation affect the Chinese Empire?
What was the main focus of Chinese society?
What changes took place in Japan after its political unification?
Why did Europeans struggle to control the spice trade in Southeast Asia?
1.
2.
3.
4.
How did scientific discoveries change people’s attitudes towards natural events and religious faith?
How did new patterns of thought affect the ways that people studied social problems?
Do you think Enlightenment ideas affected the actions of European rulers at the time?
How did the American Revolution reflect Enlightenment ideals?
CH 10
3 June, 2011 ELA CCS = English Language Arts Common Core Standard - VOCABULARY = GREEN - FINANCIAL LITERACY = $/BLUE GEOGRAPHIC LOCATIONS = YELLOW - 21ST CENTURY SKILL = BOLD BLACK
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
WORLD HISTORY
CH 11
1.
2.
3.
What was the French system of government before the French Revolution?
What internal conflicts in France affected the progress of the French Revolution?
Why was Napoleon able to take control of France and become its emperor?
Activity Options/Strategies/Skills/Curricular Integration/Multiple Intelligences/21st Century Skills
Resources
http://glencoe.mcgraw-hill.com/sites/007891003x/student_view0/
Assessments
Teacher notes
4 June, 2011 ELA CCS = English Language Arts Common Core Standard - VOCABULARY = GREEN - FINANCIAL LITERACY = $/BLUE GEOGRAPHIC LOCATIONS = YELLOW - 21ST CENTURY SKILL = BOLD BLACK
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
WORLD HISTORY
Date
completed
3rd Quarter Curriculum Objectives
▲(A) compares characteristics of traditional, command, market, and mixed economies on the basis
of property rights, factors of production and locus of economic decision making (e.g., what, how,
for whom). (5) (COMPARE AND CONTRAST)
▲(A) - ($) explains how the demand for and supply of labor are influenced by productivity,
education, skills, retraining, and wage rates (e.g., spinning mills and the beginning of the modern
factory system, the increased use of machinery throughout the Industrial Revolution, assembly
lines). (5) (COMMUNICATE)
▲(A) compares and contrasts German unification with the Meiji Restoration (e.g., nationalism,
militarism, modernization, industrialization). (4) (COMPARE & CONTRAST)
(K) describes the motives and impact of imperialism (e.g., motives: economic-natural resources and
expansion of trade, the competition for colonies in Africa and Asia and the Berlin Conference;
humanitarian- missionaries and the ideology of Social Darwinism, political- naval bases and
expansion of political control; restriction of human rights in King Leopold’s Congo; development of
infrastructure; roads, schools, hospitals, railroads; assimilation and loss of indigenous culture). (2)
(COMMUNICATE)
(A) analyzes the causes and impact of the Russian Revolution (e.g., the idea of communism as an
economic alternative to capitalism; Vladimir Lenin, Karl Marx, Communist Manifesto, failure of
tsarist regime, economic instability; beginnings of totalitarianism). (4) (ANALYSIS)
▲(A) examines causes of anti-colonial movements in Latin America, Asia, and Africa (e.g.,
▲Haitian Revolution; Bolivar; San Martin; Hidalgo and Morelos; Taiping Rebellion; ▲Boxer
Rebellion; ▲Sepoy Rebellion; ▲Zulu Wars). (5) (CRITICAL THINKING)
Standard (S),
Benchmark (B),
Indicator (I),
ELA CCS
(EB3I2)
(EB5I3)
(WB2I5)
(WB2I6)
(WB2I7)
(WB2I8)
Vocabulary
TRADITIONAL ECONOMY – economy in which communities use primitive methods to gain food.
5 June, 2011 ELA CCS = English Language Arts Common Core Standard - VOCABULARY = GREEN - FINANCIAL LITERACY = $/BLUE GEOGRAPHIC LOCATIONS = YELLOW - 21ST CENTURY SKILL = BOLD BLACK
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
WORLD HISTORY
MARKET ECONOMY – free competition and prices are determined by the interaction of supply and demand.
COMMAND ECONOMY – government determines economy, not supply and demand.
MIXED ECONOMY – elements of both public and private enterprise.
PROPERTY RIGHTS – a legal right to or in a particular property.
FACTORS OF PRODUCTION – a collection of various resources which contribute to producing goods or services.
LOCUS OF ECONOMIC DECISION MAKING – source of decisions for an economy.
ASSEMBLY LINES – production in which a worker has one job and passes the product to another person
NATIONALISM – intense loyalty and devotion to one’s country; desire for national independence.
MILITARISM – subordination of all other interests to those of the military.
MODERNIZATION – to update or make modern
INDUSTRIALIZATION –to introduce industry to an area
IMPERIALISM – extension of rule over a foreign nation
SOCIAL DARWINISM – survival of the fittest.
INFRASTRUCTURE – basic framework of a system or organization
INDEGINOUS CULTURE – culture of a region or environment
COMMUNISM – theory advocating elimination of private property
CAPITALISM – private or corporate ownership of capital goods
TOTALITARIANISM – a form of government in which the political authority exercises absolute and centralized control over all
aspects of life
Essential Questions
CH 12
1.
2.
3.
4.
What were some of the effects of the Industrial Revolution?
Why might growing nationalism have posed a threat to rulers of large territiories?
Why might groups want self-rule?
What topics might a modern writer focus on in his or her work?
1.
2.
3.
In what ways did industrialization affect the economies of European countries and the United States?
What benefits do people enjoy today in part because of the Second Industrial Revolution?
What factors might contribute to a failure of democracy?
CH 13
6 June, 2011 ELA CCS = English Language Arts Common Core Standard - VOCABULARY = GREEN - FINANCIAL LITERACY = $/BLUE GEOGRAPHIC LOCATIONS = YELLOW - 21ST CENTURY SKILL = BOLD BLACK
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
WORLD HISTORY
4.
How might the art, science, and thought of this era be characterized?
1.
2.
3.
4.
What might be some effects of imperialism?
What reasons might the Europeans have had for dominating and colonizing Africa?
Would it be difficult for our own democratic government to deny equal rights to any group?
What are some reasons why people take part in revolution?
1.
2.
3.
What factors led to the decline of China’s Qing dynasty?
How did China change as a result of revolution and Western influence?
How did Japan modernize upon Western invention?
CH 14
CH 15
Activity Options/Strategies/Skills/Curricular Integration/Multiple Intelligences/21st Century Skills
Resources
http://glencoe.mcgraw-hill.com/sites/007891003x/student_view0/
Assessments
Teacher notes
7 June, 2011 ELA CCS = English Language Arts Common Core Standard - VOCABULARY = GREEN - FINANCIAL LITERACY = $/BLUE GEOGRAPHIC LOCATIONS = YELLOW - 21ST CENTURY SKILL = BOLD BLACK
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
WORLD HISTORY
Date
completed
4th Quarter Curriculum Objectives
analyzes the causes and immediate consequences of WWI (e.g., imperialism rivalries: Triple
Entente, Triple Alliance, nationalism, arms race in England, France, and Germany; Treaty of
Versailles, reparations, War Guilt Clause). (4) (CAUSE & EFFECT)
▲(A) examines the nature of totalitarianism in fascist Germany and communist Soviet Union (e.g.,
one party rule; systematic violation of human rights, secret police, state supremacy over individual
rights, role of private property, class structure). (5) (ANALYSIS)
analyzes the causes and immediate consequences of WWII (e.g., German, Italian, and Japanese
aggression; failure of the League of Nations; appeasement; development of American, BritishSoviet alliance; Holocaust; Nanjing; introduction of nuclear weapons; war crime trials). (4)
(ANALYSIS)
analyzes the Cold War as the competition between two competing ideologies or world views and its
impact on various regions of the world. (e.g., roots in WWII, Mao’s China; the Cold War in Europe;
NATO, Warsaw Pact, and the competition for nonaligned nations; collapse of Communism in
Europe). (4) (ANALYSIS)
▲(K) describes the emergence of the Middle East as an influential region in world politics (e.g.,
creation of the state of Israel, emerging Middle Eastern post WWII nationalism: Suez Crisis,
petroleum based interdependence). (5) (COMMUNICATE)
Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them. (4)
Standard (S),
Benchmark (B),
Indicator (I),
ELA CCS
(WB3I1)
(WB3I3)
(WB3I4)
(WB4I1)
(WB4I3)
(RH9-10.3)
Vocabulary
IMPERIALSIM – extension of power over a foreign nation
NATIONALISM – loyalty to ones nation
REPARATIONS – act of making amends
TOTALITARIANISM – citizen is subject to an absolute state authority
8 June, 2011 ELA CCS = English Language Arts Common Core Standard - VOCABULARY = GREEN - FINANCIAL LITERACY = $/BLUE GEOGRAPHIC LOCATIONS = YELLOW - 21ST CENTURY SKILL = BOLD BLACK
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
WORLD HISTORY
HUMAN RIGHTS – rights belonging to all persons
STATE SUPREMACY – theory that the state is supreme
APPEASEMENT – state of peace or quiet
HOLOCAUST – mass slaughter of European civilians and especially Jews by the Nazis during WWII.
COMMUNISM – system in which goods are owned in common and are available to all as needed.
INTERDEPENDENCE – shared – occurring between.
Essential Questions
CH 16
1.
2.
3.
4.
In what way did the system of European nation-states help lead to World War I?
Why did the war become a stalemate on the Western Front?
What led to the fall of the czarist regime in Russia?
What effect did peace settlements have on Europe after World War I?
1.
2.
3.
4.
What were the causes of instability in the West after World War I?
Why did certain European countries become dictatorial regimes?
How did Hitler and the Nazi’s gain power and rule Germany?
What were the main cultural and intellectual trends between the wars?
1.
2.
3.
4.
How did World War I change the Middle East?
How did many Africans react to colonial powers after World War I?
What was the result of internal conflicts within the nationalist movements in China?
How did worldwide economic conditions affect Latin America?
1.
2.
3.
4.
How did German and Japanese actions lead to World War II?
How did the entrance of the United States into the war change its course?
What groups did Nazi Germany target for genocide?
How were women in the U.S. affected by the war?
1.
2.
3.
What differences between the Soviet Union and the United States led to the conflict known as the Cold War?
How does a totalitarian government differ from a democratic system?
Why did World War II leave society open to change?
CH 17
CH 18
CH 19
CH 20
9 June, 2011 ELA CCS = English Language Arts Common Core Standard - VOCABULARY = GREEN - FINANCIAL LITERACY = $/BLUE GEOGRAPHIC LOCATIONS = YELLOW - 21ST CENTURY SKILL = BOLD BLACK
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
WORLD HISTORY
Activity Options/Strategies/Skills/Curricular Integration/Multiple Intelligences/21st Century Skills
Resources
http://glencoe.mcgraw-hill.com/sites/007891003x/student_view0/
Assessments
Teacher notes
10 June, 2011 ELA CCS = English Language Arts Common Core Standard - VOCABULARY = GREEN - FINANCIAL LITERACY = $/BLUE GEOGRAPHIC LOCATIONS = YELLOW - 21ST CENTURY SKILL = BOLD BLACK
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
WORLD HISTORY
Date
completed
Curriculum Objectives Learned and Reinforced
Throughout the Year
▲(K) locates major political and physical features of Earth from memory and compares the relative
locations of those features. Locations will be included in indicator at each grade level (e.g.,
▲Beijing, ▲English Channel, ▲India, ▲Iraq, ▲Moscow, ▲Sahara Desert, ▲South Africa,
▲Venezuela, Balkan Peninsula, Berlin, Black Sea, Bosporus Strait, Euphrates River, Geneva, Hong
Kong, Israel, Libya, North Korea, Pakistan, Saudi Arabia, Singapore, South Korea, Suez Canal,
Tigris River, Tokyo, Yangtze River). (1) (MAP)
▲(A) analyzes the factors that contribute to human changes in regions (e.g., technology alters use of
place, migration, changes in cultural characteristics, political factors). (4) (ANALYSIS)
▲(K) gives examples of how cultural cooperation and conflict are involved in shaping the
distribution of and connections between cultural, political, and economic spaces on Earth (e.g.,
cultural: Hindu vs. Muslims in India; political: International Court of Justice and Hong Kong;
economic: World Trade Organization). (3) (COMMUNICATE)
▲(A) examines the impact that technology has on human modification of the physical environment
(e.g., over-fishing, logging and mining, construction on floodplains, internal combustion engine,
toxic waste). (4) (CRITICAL THINKING)
analyzes a theme in world history to explain patterns of continuity and change over time. (4)
(COMMUNICATE)
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the key details and ideas. (5)
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
(4)
Compare and contrast treatments of the same topic in several primary and secondary sources. (5)
Standard (S),
Benchmark (B),
Indicator (I),
ELA CCS
(GB1I1)
(GB1I2)
(GB4I5)
(GB5I1)
(WB5I1)
(RH9-10.2)
ELA CCS
(RH9-10.5)
ELA CCS
(RH9-10.9)
ELA CCS
By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text
complexity band independently and proficiently. (1)
(RH9-10.10)
ELA CCS
11 June, 2011 ELA CCS = English Language Arts Common Core Standard - VOCABULARY = GREEN - FINANCIAL LITERACY = $/BLUE GEOGRAPHIC LOCATIONS = YELLOW - 21ST CENTURY SKILL = BOLD BLACK
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.
USD 258 Humboldt Schools
Curriculum Mapping Social Studies
WORLD HISTORY
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and
analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that
responds to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or
explanation provided (e.g., articulating implications or the significance of the topic). (6)
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (6)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
(6)
Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically. (6)
(WHST9-10.2)
ELA CCS
(WHST9-10.4)
ELA CCS
(WHST9-10.5)
ELA CCS
(WHST9-10.6)
ELA CCS
Vocabulary
MIGRATION – to move from one country to another.
CULTURAL CHARACTERISTICS – distinguishing trait of a culture or region
DISTRIBUTION – something given out
12 June, 2011 ELA CCS = English Language Arts Common Core Standard - VOCABULARY = GREEN - FINANCIAL LITERACY = $/BLUE GEOGRAPHIC LOCATIONS = YELLOW - 21ST CENTURY SKILL = BOLD BLACK
Curriculum maps are used as a guide to pace instruction not as an absolute schedule. The numeral in parenthesis at the end of each objective indicates the
Bloom’s Taxonomy Level of the objective.