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
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 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. POS Skills 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. 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. 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. S-H-HP-S-1 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): 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 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. 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 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 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 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 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 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 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 Ongoing Ongoing Ongoing 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. 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. 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. 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. 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