Download Alternative World History Ubd Course Plan - Parkway C-2

Title: UbD Unit Plan
Topic: World History
Subject/Course: Alternative World History/Social
Studies
Grade: 9 - 12
Teachers: C. Reed
Stage 1- Desired Results
Established Goals: Ensure all students are capable and confident learners who are well-equipped to
understand the following:
Show-Me Knowledge Standards:, SS1, SS2, SS3, SS4, SS5, SS6, SS7
Show-Me Performance Goals: SS1 #1-10; SS2 #1-7; SS3 #1-8; SS4 # 1-8
Social Studies GLEs: SS1: 1.5, 1.6, 1.9, 1.10, 3.5; SS2: 1.6, 1.9; SS3: 1.6, 1.9, 1.10, 3.8; SS4: 1.6, 1.10; SS5: 1.6, 1.10; SS6: 1.6, 1.9, 1.10,
3.1, 3.6; SS7 1.1, 1.4, 1.5, 1.7, 1.8, 2.1, 3.5, 3.6
Understandings:
Students will understand that:
 conflict is the result of a variety of causes
including expansion (ideas or territory),
cultural differences, religion, economics,
and national pride.
 geography affects the societal, political, and
economic structure of a civilization
 the significance of the movement of people
and ideas (cultural diffusion) on world
history.
 historical and cultural experiences of a
civilization impact how a people live their
lives.
 a society uses their economic resources to
meet their needs.
 civilizations create governmental
structures to meet essential needs.
 the role of technological advancements in
the history of a people.
 the role of the individual in shaping world
events and his/her role in making a positive
difference in the world.
 the impact of events in world history on the
modern world.
Students will know…
 how to describe the dominant characteristics,
contributions of, and interactions among
major civilizations of Asia, Europe, Africa,
the Americas and the Middle East in ancient
and medieval times
 how to analyze the following developments
related to the Renaissance and Reformation
Essential Questions:
1. How does the past impact and influence
the present and the future?
2. How does a shared history affect one’s
world view?
3. Does man make history, or does history
make the man?
4. How does where you live shape how you
live?
5. How does the movement of people and
ideas affect world history?
6. Is the rise and fall of civilizations
unavoidable?
7. What beliefs do divergent groups hold
about power, authority, governance,
and law?
8. When, if ever, should a country go to
war?
9. How does technological change affect
people, places, and regions?
10. How are economic systems structured to
meet the needs and wants of the
people?
Students will be able to…
 discriminate the bias of the historical
source.
 examine the impact of cultural diffusion
on society.
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including: new ways of thinking, humanism,
new developments in arts and their impact on
later developments
how to assess the impact of the First Global
Age, including the Columbian Exchange; the
origins and consequences of European
overseas expansion; the effect of European
arms and economic power on other parts of
the world; resulting transformations in the
Americas
how to analyze the Scientific Revolution in
the context of what it was, its antecedents
and its impact on Europe and the world
how to evaluate the Enlightenment, including
its principle ideas, its antecedents, its
challenge to absolutist monarchies and
others, and its effects on world history
how to identify and explain the major
revolutions of the 18th and 19th centuries,
including: political revolutions (American
and French) and the Industrial Revolution
(causes, development, reactions and other
consequences, such as social, political and
economic
how to describe the evolution of diverse
economic theories and practices, including:
manorialism, mercantilism, laissez-faire
capitalism and socialism. Describe the social
and political effects these have had on
various societies.
how to Analyze the significant wars of the
twentieth century, including: causes,
comparisons, consequences and peace efforts
how to evaluate European and Japanese
imperialism of the late 19th and 20th century
and the independence movements in Africa
and Asia: causes, reactions, short- and longterm consequences
how to outline major demographic changes
and migrations from prehistoric times to the
present, including: their causes and
consequences (e.g. rural to urban, less
developed to more developed)
how to examine the wars of the twentiethcentury pertinent to US history including:
causes, comparisons, consequences and
peace efforts
 recognize how the introduction of new
technology and ideas serve as a catalyst
for change.
 identify the cause and effect of conflicts
and conquests.
 analyze how economic systems and
trade have shaped global interaction.
 evaluate how values and beliefs
represent and can change a culture.
 apply the tools of societal science
inquiry (such as primary and secondary
source documents, maps, charts, and
graphs) to their study of World History.
 realize and act upon their role as a
global citizen.
Stage 2- Assessment Evidence
Performance Tasks –
Other Evidence –
Students will demonstrate standards by:
1. discover and evaluate patterns and
relationships in information, ideas and
structures
2. organizing data, information and ideas into
useful forms (including charts, graphs,
outlines) for analysis or presentation
3. identify, analyze and compare the
institutions, traditions and art forms of past
and present societies
4. exchange information, questions and ideas
while recognizing the perspectives of others
5. analyze the duties and responsibilities of
individuals in societies
6. participate in formal and informal
presentations and discussions of issues and
ideas
7. identify and evaluate relationships between
language and culture
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Quizzes
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Tests
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Final Exams
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Academic prompts
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Observations
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Homework
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Journals
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Essays
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Advanced Organizers
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Unit Organizers
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Concept Diagrams
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Guided practice
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Independent practice
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Student Reflections
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Self-assessment through charting of goals and
progress
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Group Discussions
Stage 3- Learning Plan
W=Teacher will help the students know where the unit is going and what is expected. The teacher will know where the
students are coming from (prior knowledge, interests.
H= Teacher will hook all students, and hold their interest with daily essential questions.
E=Teacher will equip students, help them experience the key ideas, and explore the goals and objectives.
R=Teacher will provide opportunities to rethink and revise their understandings and work.
E=Teacher will allow students to evaluate their work and its implications.
T=Unit will be tailored (personalized and differentiated) to the different needs, interests, and abilities of learners.
O=Units will be organized to maximize initial and sustained engagement as well as effective learning.
1. Teacher will post the day’s agenda.
2. Teacher will post essential question and course goal for the day.
3. Students will answer essential question in their journals.
4. Students will choose a personal goal and record course goal.
5. Students will assess prior knowledge related to course goal.
6. Teacher will present instruction pertaining to course goal.
7. Teacher-selected text will be examined, analyzed, and interpreted.
8. Knowledge of lesson will be assessed through performance task.
9. Cumulative understanding will be assessed through unit quizzes and final exams.