Download CM-3 World Civ Pacing Guide 3rd 9 weeks 2012

World Civilization 3rd Nine Weeks
Lewis County High School
Grade 9
Month
Topic
Essential
Questions
Core Content
Teacher-Anna Sullivan & D. Skidmore
Course-World Civilization
February
Year-2010-2011
March
April
Russian Revolution/Chinese Revolution
How did the events of WWI lead to a
revolution in Russia?
How did nationalism, militarism, and
imperialism lead to world conflicts and the
rise of a totalitarian government in
Russia?
What were the social, economic and
political effects of the Russian
Revolution?
World War II-Cold War
What are the consequences of a war?
What is the impact of the people’s lives
when they are conquered? (Imperialism)
Was World War I cause for World War II?
Why did totalitarian governments form after
World War I?
How effective were the different forms of
government in establishing order, providing
security and accomplishing common goals
in Europe prior to and during WWII?
Cold War
Why do superpowers develop?
How did conflicts between superpowers
impact the modern world?
What events led to the end of imperialistic
control of nations in Asia, Africa, and
Europe?
How did the formation of new nations impact
the global community?
SS-HS-1.1.1
Students will compare and contrast (purposes,
sources of power) various forms of government
in the world (e.g., monarchy, democracy,
republic, and dictatorship) and evaluate how
effective they have been in establishing order,
providing security and accomplishing common
goals.
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-2.3.2
Students will explain and give examples of how
compromise and cooperation are characteristics
that influence interaction (e.g., peace studies,
treaties, conflict resolution) in the modern world
(1500 A.D. to present) and the United States
(Reconstruction to present).
DOK 2
SS-HS-4.3.2
Students will explain how technology (e.g.,
computers, telecommunications) has facilitated
the movement of goods, services and
populations, increased economic
interdependence at all levels and influenced
development of centers of economic activity.
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-2.3.1
Students will explain the reasons why conflict
and competition (e.g., violence, difference of
opinion, stereotypes, prejudice, discrimination,
genocide) may develop as cultures emerge in
the modern world (1500 A.D. to present) and
the United States (Reconstruction to present).
DOK 2
SS-HS-3.4.3
Students will explain and give examples of
how interdependence of personal, national
and international economic activities often
results in international issues and concerns
(e.g., natural resource dependencies,
economic sanctions, environmental and
humanitarian issues) in the modern world
(1500 A.D. to present) and the United States
(Reconstruction to present). DOK 2
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
Africa, World War I, the Bolshevik Revolution,
Nazism, and World War II).
DOK 3
SS-HS-2.3.2
Students will explain and give examples of how
compromise and cooperation are characteristics
that influence interaction (e.g., peace studies,
treaties, conflict resolution) in the modern world
(1500 A.D. to present) and the United States
(Reconstruction to present).
DOK 2
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-5.2.7
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.
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 Africa, World War I,
the Bolshevik Revolution, Nazism, World War
II).
DOK 3
SS-HS-5.3.5
Students will explain the rise of both the United
States and the Soviet Union to superpower
status following World War II, the subsequent
development of the Cold War, and the
formation of new nations in Africa, Asia, Eastern
Europe and the Middle East, and evaluate the
impact of these events on the global
community.
DOK 3
DOK 2
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-5.3.5
Students will explain the rise of both the United
States and the Soviet Union to superpower
status following World War II, the subsequent
development of the Cold War, and the
formation of new nations in Africa, Asia, Eastern
Europe and the Middle East, and evaluate the
impact of these events on the global
community.
DOK 3
Program of
Studies
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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.
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POS Skills
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SS-H-HP-S-4
 SS-H-GC-U-1
Students will understand that people form
governments to establish order, provide security
and accomplish common goals. Governments in
the world vary in terms of their sources of
power, purposes and effectiveness.
SS-H-CS-U-3
Students will understand that interactions
among individuals and groups assume various
forms (e.g., compromise, cooperation, conflict,
competition) and are influenced by culture.
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 SS-H-HP-U-US1
 Students will understand that U.S.
History can be analyzed by
examining significant eras
(Reconstruction, Industrialization,
Progressive Movement, World War I,
Great Depression and the New Deal,
World War II, Cold War,
Contemporary United States) to
develop chronological
understanding and recognize causeand-effect relationships and multiple
causation.
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 SS-H-HP-U-WC1
 Students will understand that world
civilizations (e.g., African, Asian,
European, Latin American, Middle
Eastern) can be analyzed by
examining significant eras
(Renaissance, Reformation, Age of
Exploration, Age of Revolution,
Nationalism and Imperialism,
Technological Age, 21st Century) to
develop chronological
understanding and recognize causeeffect relationships and multiple
causation.
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 S-H-HP-S-1
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SS-H-HP-U-WC1
Students will understand that world
civilizations (e.g., African, Asian,
European, Latin American, Middle
Eastern) can be analyzed by
examining significant eras
(Renaissance, Reformation, Age of
Exploration, Age of Revolution,
Nationalism and Imperialism,
Technological Age, 21st Century) to
develop chronological
understanding and recognize causeeffect relationships and multiple
causation.
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-WC4
Students will understand that an
increasingly interdependent world
provides challenges and
opportunities.
S-H-HP-S-1
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):
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a). examine how
nationalism, militarism,
expansionism and imperialism led
to conflicts (e.g., World War I,
Japanese aggression in China and
the Pacific, European imperialism
in Africa, World War II) and the rise
of totalitarian governments (e.g.,
Communism in Russia, Fascism in
Italy, Nazism in Germany)
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
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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)
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SS-H-CS-U-4
 Students will understand that
culture affects how people in a
society behave in relation to
groups and their environment.
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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):
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)
a)
Examine multiple causeeffect relationships that
have shaped history (e.g.,
showing how a series of
events are connected)
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):
a)
examine how nationalism,
militarism, expansionism and
imperialism led to conflicts (e.g.,
World War I, Japanese aggression
in China and the Pacific, European
imperialism in Africa, World War II)
and the rise of totalitarian
governments (e.g., Communism in
Russia, Fascism in Italy, Nazism in
Germany)
e)
analyze the impact of the rise
of both the United States and the
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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):
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)
a) b). Examine multiple cause-effect
relationships that have shaped history
(e.g., showing how a series of events
are connected)
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):
e). analyze the impact of the rise of
both the United States and the Soviet Union to
superpower status following World War II,
development of the Cold War, and the
formation of new nations in Africa, Asia, Eastern
Europe, and the Middle East
f). examine how countries around
the world have addressed the challenges of
rapid social, political and economic changes
during the second half of the 20th century (e.g.,
population growth, diminishing natural
resources, environmental concerns, human
Soviet Union to superpower status
following World War II, development
of the Cold War, and the formation
of new nations in Africa, Asia,
Eastern Europe, and the Middle
East
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rights issues, technological and scientific
advances, shifting political alliances,
globalization of the economy)
SS-H-GC-S-1
Students will demonstrate an
understanding (e.g., illustrate, write,
model, present, debate) of the nature
of government:
compare purposes and sources of
power of various forms of
government in the world, and
analyze their effectiveness in
establishing order, providing
security and accomplishing goals
examine conflicts within and among
different governments and analyze
their impacts on historical or current
events
SS-H-CS-S-3
Students will explain or give examples of how
communications between groups can be
influenced by cultural differences; explain the
reasons why conflict and competition (e.g.,
violence, difference of opinion, stereotypes,
prejudice, discrimination, genocide) developed
as cultures emerged in the modern world (1500
A.D. to present) and in the United States
(Reconstruction to present)
Resources
McDougal-Little Text
AP World History Reading Text
Rand McNally Historical Atlas
Marzano
Great American Lecture
Thoughtful Classroom
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New Text
Rand McNally Historical Atlas
Primary Sources
Jackdaw
History Alive
www.classzone.com
Graphic organizers
www.ushmm.org/holocaust
Focus on Economics: World History
Video clip- Pearl Harbor
Holocaust Museum website
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McDougal-Little Text
Rand McNally Historical Atlas
Primary Source Speeches
Jackdaw
History Alive
www.classzone.com
www.jefferson.k12.ky.us
Focus on Economics: World History
AP World Civilizations Readings
Unit exam
Graphic Organizers
Frayer Activities
DBQ’s
Constructed Response
Exam Redo
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Unit Exam-M.C. & O.R.
Graphic Organizers
Pearl Harbor Discussion Activity
Econ Activity Japan
Mapping activities
Notebooks
Propaganda activity
Holocaust Memorial Activity
Exam Redo
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Exam with Open Response
Exam Redo
Quizzes
Graphic Organizers
…….Yalta v. Potsdam
…….Super Power Matrix
Econ Activity Fall of Communism
Political Cartoon Analysis
Capitalism v. Communism writing task
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Ongoing
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Ongoing
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Ongoing
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CCR-Writing-Production and Distribution of
Writing:
6-Use of technology including the internet, to
produce and publish writing and to interact and
collaborate with other.
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CCR-Writing-Research to Build and Present
Knowledge
7- Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject under
investigation.
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CCR-Writing-Research to Build and Present
Knowledge
9-Draw evidence from literary or information texts to
support analysis, reflection, and research.
I can explain how the events of WWI created
problems for Russia by completing a cause
and effect chart.
I can accurately explain how nationalism,
imperialism and militarism lead to world
conflict through a Thoughtful Classroom 4
Square assessment.
I can identify and demonstrate an
understanding of the social, economic and
political effects of the Russian Revolution by
completing DBQ’s for them.
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I can identify the causes of WWII by completing a
History Alive cause and effect organizer.
I can explain the consequences of war by
completing a constructed response.
I can identify and list the problems that arise from
imperialism through listing them on my bell ringer.
I can explain the different types of governments that
arose during and after WWII through a role play
activity
I can explain how compromise and cooperation
affect the modern world by comparing and
contrasting two different treaties.
I can identify how the United States plays a role in
global peace keeping committees by completing
research about our involvement in certain
organizations.
I can accurately describe how the United States and
the Soviet Union arose from the war as
superpowers and have been ever since by
completing a DBQ and Constructed Response.
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I can identify the superpowers of the 21st century as
stated in my bell ringer.
I can explain how conflict arises between
superpowers in the modern world through correctly
completing DBQ’s.
I can identify the effects of Imperialism in the
modern world today through research of a primary
source document.
I can describe how new nations forming has
affected the global market and the global
community by listing them on a graphic organizer.
I can explain how belief systems, knowledge,
technology and behavior patterns define cultures
across the globe by listing their respective trait on a
graphic organizer.
I can explain and support my opinion on how
technology has facilitated the movement of goods,
services and populations, increased economic
interdependence at all levels and influenced
development of centers of economic activity through
a constructed response.
I can identify the challenges and opportunities that
the modern world faces through completion of a bell
ringer.
Assessments
Literacy
Standards
CCRReading
Literacy
Standards
CCR-Writing
Learning
Goals
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