Download CM-2 World Civ Pacing Guide 2nd 9 weeks 2012

World Civilization 2nd Nine Weeks
Lewis County High School
Grade 9
Course-World Civ.
Month
Topic
November
Essential
Questions
Core
Content
Year- 2012-2013
December
Age of Revolution
(Scientific Revolution & Enlightenment)
How did the Age of Exploration lead to a
time of Absolute Monarchs?
What were the long term and immediate
effects of the Age of Exploration?
How did the Age of Exploration lead to
changes within the scientific world?
Why did humans begin questioning their
place in the universe?
SS-HS-5.3.3
Students will analyze how an Age of Revolution
brought about changes in science, thought,
government and industry (e.g., Newtonian physics,
free trade principles, rise of democratic principles,
development of the modern state) that shaped the
modern world, and evaluate the long range impact
of these changes on the modern world.
DOK 3
Age of Revolution
(French, Agri., & Industrial Revolutions)
What political reforms came from the
French Revolution?
What factors led to the spread of
industrialization?
What social, economic and political
problems resulted from industrialization?
SS-HS-5.1.2
Students will analyze how history is a series of
connected events shaped by multiple cause and
effect relationships, tying past to present.
DOK 3
SS-HS-5.3.3
Students will analyze how an Age of Revolution
brought about changes in science, thought,
government and industry (e.g., Newtonian
physics, free trade principles, rise of democratic
principles, development of the modern state) that
shaped the modern world, and evaluate the long
range impact of these changes on the modern
world.
DOK 3
SS-HS-2.1.1
Students will explain how belief systems,
knowledge, technology and behavior patterns
define cultures and help to explain historical
perspectives and events in the modern world (1500
A.D. to present) and United States (Reconstruction
to present).
DOK 2
SS-HS-3.1.1
Students will give examples of and explain how
scarcity of resources necessitates choices at both
the personal and societal levels in the modern
world (1500 A.D. to present) and the United
States (Reconstruction to present) and explain the
impact of those choices.
DOK 2
Teacher-A. Sullivan & Josh
Hughes
January
Isms, World War I & Russian Revolution
What are the causes of WWI?
What are the social, economic and
political causes of WWI?
What changes did WWI bring about in
Europe and the rest of the world?
SS-HS.5.1.1
Students will use a variety of tools (e.g.,
primary and secondary sources, data,
artifacts) to analyze perceptions and
perspectives (e.g., gender, race, region,
ethnic group, nationality, age, economic
status, religion, politics, geographic factors)
of people and historical events in the
modern world (1500 A.D. to present) and
United States History (Reconstruction to
present).
DOK 3
SS-HS-5.1.2
Students will analyze how history is a series
of connected events shaped by multiple
cause and effect relationships, tying past to
present.
DOK 3
SS-HS-5.3.4
Students will analyze how nationalism,
militarism and imperialism led to world
conflicts and the rise of totalitarian
governments (e.g., European imperialism in
Program
of Studies
SS-H-HP-U-WC2
Students will understand that world civilizations
share common characteristics (e.g., government,
belief system, economy) and have been impacted
by significant individuals and groups.
SS-H-E-U-1
Students will understand that the basic economic
problem confronting individuals, societies and
governments is scarcity; as a result of scarcity,
economic choices and decisions must be made.
SS-H-HP-U-WC3
Students will understand that each era in the
history of the world has social, political and
economic characteristics.
SS-H-HP-U-WC2
Students will understand that world civilizations
share common characteristics (e.g., government,
belief system, economy) and have been impacted
by significant individuals and groups.
Africa, World War I, the Bolshevik
Revolution, Nazism, World War II).
DOK 3
SS-H-HP-U-WC2
Students will understand that world
civilizations share common characteristics
(e.g., government, belief system, economy)
and have been impacted by significant
individuals and groups.
SS-H-HP-U-WC3
Students will understand that each era in
the history of the world has social, political
and economic characteristics.
SS-H-HP-U-WC3
Students will understand that each era in the
history of the world has social, political and
economic characteristics.
POS Skills SS-H-HP-S-1
Students will demonstrate an understanding of the
interpretative nature of history using a variety of
tools (e.g., primary and secondary sources,
Internet, timelines, maps, data):
b. Examine multiple cause-effect
relationships that have shaped history (e.g.,
showing how a series of events are connected)
SS-H-CS-U-4
Students will understand that culture affects how
people in a society behave in relation to groups
and their environment.
SS-H-E-S-1
Students will demonstrate an understanding of
the nature of limited resources and scarcity in the
modern world (1500 A.D. to present) and the
United States (Reconstruction to present):
a) explain how scarcity of resources
necessitates choices at both the personal
and societal levels, and explain the impact
of those choices describe how economic
institutions (e.g., corporations, labor
unions, banks, stock markets,
cooperatives, partnerships) help to deal
with scarcity
S-H-HP-S-1
Students will demonstrate an understanding
of the interpretative nature of history using
a variety of tools (e.g., primary and
secondary sources, Internet, timelines,
maps, data):
a)
Investigate and analyze
perceptions and perspectives
(e.g., gender, race, region,
ethnic group, nationality, age,
economic status, religion,
politics, geographic factors) of
people and historical events in
the modern world (world
civilizations, U.S. history)
b)
Examine multiple cause-effect
relationships that have shaped
history (e.g., showing how a
series of events are connected)
SS-H-HP-S-4
Students will research issues or interpret accounts
of historical events in world history using primary
and secondary sources (e.g., biographies, films,
periodicals, Internet resources, textbooks,
artifacts):
b) Investigate how political, social and
cultural revolutions (e.g., French,
Industrial, Bolshevik, Chinese) brought
about changes in science, thought,
government, or industry and had longrange impacts on the modern world
SS-H-HP-S-2
Students will analyze how the United States
participates with the global community to
maintain and restore world peace (e.g.,
League of Nations, United Nations, Cold
War politics, Persian Gulf War), and
evaluate the impact of these efforts
SS-H-HP-S-4
Students will research issues or interpret
accounts of historical events in world history
using primary and secondary sources (e.g.,
biographies, films, periodicals, Internet
resources, textbooks, artifacts):
b). Investigate how political, social
and cultural revolutions (e.g.,
French, Industrial, Bolshevik,
Chinese) brought about changes in
science, thought, government, or
industry and had long-range
impacts on the modern world
Resources
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Assessment
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Literacy
StandardsCCR Writing
Text-McDougell Littell
Rand McNally Historical Atlas
History Alive
John Adams mini-series
Declaration of Independence
Declaration of the Rights of Man and Citizen
Article about Galileo
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Text-McDougell Littell
Rand McNally Historical Atlas
History Alive
Power Point Over Industrial Revolution
Focus on Economics: World History
Power Point Over Industrial Revolution
Graphic Organizer-Collect and Grade
Quizzes
Great Race Game
Mapping Activity 33 and 34
Graphic Organizer
o
Major Thinkers
o
Napoleon
o
Impact of Science
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Exam with Open Response
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Exam Redo
CCR-Writing-Text Types and Purposes
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1-Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and
relevant and sufficient evidence.
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Graphic Organizer
o
PP Drawing
o
Inventions
Quiz
Industrial Revolution Econ. Activity
Exam Redo
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Text-McDougell Littell
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www.schoolhistory.co.uk
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www.jefferson.k23.ky.us
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Rand McNally Historical Atlas
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History Alive
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Slam Dunk
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www.worldwar1.com
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MAIN Acrostic
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Mapping Activities
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Graphic Organizers
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Portfolio Writing
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Exam-M.C. & O.R.
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Open Book Quiz-Stalin’s Economic Policy
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Treaty of Versailles Simulation
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Exam Redo
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Frayer Activities
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New American Lecture Notes
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DBQ’s
CCR-Writing -Production and Distribution of Writing
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4.- Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose and audience.
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5- Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or
trying a new approach.
CCR-writing Research to Build and Present Knowledge
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8- Gather relevant information from multiple
print and digital sources, assess the credibility
and accuracy of each source and integrate the
information while avoiding plagiarism.
Literacy
StandardsCCRReading
Learning
Targets
CCR-Reading-Integration of Knowledge and Ideas
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8- Delineate and evaluate the argument and specific
claims in a text including the validity of the reasoning as
well as the relevance and sufficiency of the evidence.
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I can identify and explain how the Age of Exploration led
to an era of Absolute Monarchs.
I can explain the long term and short term effects of the
Age of Exploration.
I can identify and explain the social, political and
economic effects of the Age of exploration.
I can understand and explain why humans began to
question their place in the universe.
I can give examples of the changes in science, thought
and industry that resulted from the Age of Revolution.
I can explain the cause and effect nature of history by
explaining how one time period led to the rise of
another.
I can use primary and secondary sources to identify and
explain how history is interpretive in nature.
I can use primary and secondary sources to understand
how culture affects how people behave in relation to the
environment they live in.
CCR-Reading-Key Ideas and Details
2-Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
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3-Analyze how and why individuals, events, ideas
develop and interact over the course of text.
CCR-Reading Craft and Structure
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6- Assess how point of view pr purpose shapes the
content and style of a text.
CCR-Reading Integration of Knowledge and Ideas
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9- Analyze how point of view or purpose shapes the
content and style of a text.
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Ongoing-1
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I can define the term Revolution and use it in a
sentence to show understanding.
I can compare the Agricultural and the Industrial
Revolutions through analyzing the inventions that
impacted society both in the past and the future.
I can draw a pictograph to represent the problems that
France was experiencing before Napoleon became the
leader.
I can identify and explain how political reform came
from the French Revolution.
I can describe the social, economic and political
problems that resulted from industrialization by
completing an open response with 80% or higher
accuracy.
I can describe how the social, economic and political
changes of the Age of Revolution have shaped the
world that I live in my citing well supported examples.
I can identify the basic economic problem confronting
societies and governments by making sound economic
choices.
I can demonstrate my understanding of the nature of
limited resources by analyzing tow different scenarios
in the economic market.
I can explain how scarcity of resources creates
problems for societies at both the personal and
societal level by completing an economic choice open
response.
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I can identify the causes of World War I by
completing an acrostic activity.
I can identify and explain the social, economic
and political problems that led to World War I
by citing evidence from the text.
I can demonstrate my understanding of the
changes that resulted from World War I by
completing a pre and post World War I
mapping exercise.
I can analyze how history is a series of
connected events shaped by multiple cause
and effect relationships that tie the past to the
present by reading
I can define totalitarianism by completing a
Frayer for the term.
I can correctly identify and explain the four
causes of the Russian Revolution by
completing a graphic organizer.
I can explain how nationalism, imperialism,
militarism and expansionism led to the rise of
Totalitarianism governments by completing a
DBQ.