Download World History and Geography - Detroit Public Safety Academy

Curriculum Overview Map
Detroit Public Safety Academy 2015-2016
Course/Subject: WORLD HISTORY AND GEOGRAPHY
Essential Questions-Units-Chapters-Concepts
UNIT 1 FOUNDATIONS OF WOLRD HISTORY ERAS 1-3: How did major
transformations affect societal structures in early history and set the foundation for
expanding networks of exchange?
 How might three (world, inter regional, and regional) perspectives of world
events help us better understand the past?
 What role did geography play in the development of early civilizations?
 How did classical civilizations expand regional interactions and networks?
 Why did some belief systems become world religions, and others not?
Grade:
11
Quarter: 1st
Resources (include websites)
Atlas Rubicon Oakland Schools (2015). https://oaklandk12public.rubiconatlas.org/Atlas/Browse/View/Calendars
Holt McDougal, 2012
Literature
Curriculum Crafterhttps://curriculumcrafter.org/login.aspx
English Unit Plans, 2015
www.englishunitplans.com
UNIT 2 ERA 4 – EXPANDING AND INTESNSIFIED: How and to what effect did
networks of exchange transform human societies?
 How were the reasons for empire growth and decline similar and different in
various world regions?
 How did the world religions expand their influence across Afro-Eurasia during
this era?
 How is the Plague an example of a “global” even in this era?
 How and to what effect did inter regional contact and exchange increase during
this era?
YouTube, 2015
www.youtube.com
Houghton Miffin, 2008
www.classzone.com
Teacher Tube, 2015
www.teachertube.com
Learning Focused, 2013.
Higher Order Thinking
Learning Focused Lessons
http://www.learningfocused.com/index.php/page/lfsengaged
Standards-CCSS/GLCEs/HSCEs-KC4
Unit 1: F1, F2, F3, F4,
Unit 2: 4.1.1, 4.1.2, 4.1.3, 4.2.1, 4.2.2, 4.2.3, 4.3., 4.3.2, 4.3.3, 4.3.4, 4.3.5
Vocabulary/Key Concepts
Assessments/Projects
Unit 1: Afro-Eurasia, agricultural revolution, civilization, classical civilization, empire,
Standard Based Assessment: (Pre/Post x 2)
geography, hunter-gatherers, inter region, pastoral nomads, periodization, spatial frames, Understand/Comprehend & Describe/Explain
world history
Unit 1 & 2 Assessments (pre/post)
Unit 2: Buddhism, centralization, Christianity, Confucianism, dynasty, empire,
Hinduism, inflation, inter-region, pastoral nomads, trade network
Cross Curricular Projects
M-STEP & SAT Prep
Curriculum Overview Map
Detroit Public Safety Academy 2015-2016
Course/Subject: WORLD HISTORY AND GEOGRAPHY
Essential Questions-Units-Chapters-Concepts
UNIT 3 ERA 5 – THE EMERGENCE OF THE FIRST GLOBAL: How and to
what effect did networks of exchange transform human societies?
 How do the Eurasian empire in this era compare to those in earlier eras (e.g.,
China, Rome, Mongol) in their systems of governance and capacity to unify their
territories politically, economically, and culturally?
 How influential were internal factors (e.g., renaissance, Reformation,
demographic, economic, and social changes) and factors external to Europe (e.g.,
decline of the Mughal Empire and the decreasing engagement of China and
japan) in increasing Europe’s global power?
 How did growing trade, the spread of ideas, and technological developments
result in the First Global Age?
Grade:
11
Quarter: 2nd
Resources (include websites)
Atlas Rubicon Oakland Schools Atlas Rubicon Oakland
Schools (2015). - https://oaklandk12public.rubiconatlas.org/Atlas/Browse/View/Calendars
Holt McDougal, 2012
Literature
Curriculum Crafter- https://curriculumcrafter.org/login.aspx
English Unit Plans, 2015
www.englishunitplans.com
YouTube, 2015
www.youtube.com
UNIT 4 ERA 6 – AN AGE OF GLOBAL REVOLUTIONS: How did global
networks of exchange and revolutions lead to worldwide crises and achievements?
 How and why did life change during the Age of Global Revolutions?
 What were the global consequences of political revolutions in this era?
 How and why was the growth of industrialism a global phenomenon?
 How did a small number of European states achieve control over most of the
world by the end of this era?
Houghton Miffin, 2008
www.classzone.com
Teacher Tube, 2015
www.teachertube.com
Learning Focused, 2013.
Higher Order Thinking
Learning Focused Lessons
http://www.learningfocused.com/index.php/page/lfs-engaged
Standards-CCSS/GLCEs/HSCEs-KC4
Unit 3: 5.1.1, 5.1.2, 5.2.1, 5.2.2, 5.3.1, 5.3.2, 5.3.3, 5.3.4, 5.3.5, 5.3.6, 6.1.5
Unit 4: 6.1.1, 6.1.2, 6.1.3, 6.1.4, 6.1.5, 6.2.1, 6.2.2, 6.2.3, 6.2.4, 6.3.1, 6.3.2, 6.3.3
Vocabulary/Key Concepts
Unit 3: Empire, “gunpowder” empires
Unit 4: Constitutionalism, democracy, inalienable rights, liberalism, nationalism,
popular sovereignty, republicanism, revolution, rule of law, secularism, social contract
Assessments/Projects
Standard Based Assessment: (Pre/Post x 2)
Understand/Comprehend & Describe/Explain
Unit 3 & 4 Assessments (pre/post)
Cross Curricular Projects
M-STEP & SAT Prep
Curriculum Overview Map
Detroit Public Safety Academy 2015-2016
Course/Subject: WORLD HISTORY AND GEOGRAPHY
Essential Questions-Units-Chapters-Concepts
UNIT 4 ERA 6 – AN AGE OF GLOBAL REVOLUTIONS: How did global
networks of exchange and revolutions lead to worldwide crises and achievements?
 How and why did life change during the Age of Global Revolutions?
 What were the global consequences of political revolutions in this era?
 How and why was the growth of industrialism a global phenomenon?
 How did a small number of European states achieve control over most of the
world by the end of this era?
UNIT 5 ERA 7 – GLOBAL CRISIS AND ACHIEVEMENT: How did military,
political, technological, and economic changes influence a new world order?
 How did economic crisis and world wars influence the global balance of military,
political, and economic power during the first half of the 20th century?
 What role did heritage, nationalism, and genocide play in affecting state policy
and world politics?
 How did new technologies and scientific breakthroughs both benefit and imperil
humankind?
Grade:
11
Quarter: 3rd
Resources (include websites)
Atlas Rubicon Oakland Schools (2015). https://oaklandk12public.rubiconatlas.org/Atlas/Browse/View/Calendars
Holt McDougal, 2012
Literature
Curriculum Crafterhttps://curriculumcrafter.org/login.aspx
English Unit Plans, 2015
www.englishunitplans.com
YouTube, 2015
www.youtube.com
Houghton Miffin, 2008
www.classzone.com
Teacher Tube, 2015
www.teachertube.com
Learning Focused, 2013.
Higher Order Thinking
Learning Focused Lessons
http://www.learningfocused.com/index.php/page/lfsengaged
Standards-CCSS/GLCEs/HSCEs-KC4
Unit 4: 6.1.1, 6.1.2, 6.1.3, 6.1.4, 6.1.5, 6.2.1, 6.2.2, 6.2.3, 6.2.4, 6.3.1, 6.3.2, 6.3.3
Unit 5: 7.1.1, 7.1.2, 7.1.3, 7.1.4, 7.1.5, 7.2.1, 7.2.2, 7.2.3, 7.2.4, 7.3.1, 7.3.2, 7.3.3, 7.3.4, 7.3.5
Vocabulary/Key Concepts
Unit 4: Constitutionalism, democracy, inalienable rights, liberalism, nationalism,
popular sovereignty, republicanism, revolution, rule of law, secularism, social contract
Assessments/Projects
Standard Based Assessment: (Pre/Post x 2)
Understand/Comprehend & Describe/Explain
Unit 4 & 5 Assessments (pre/post)
Unit 5: Alliances, balance of power, capitalism, colonialism, communism, democracy,
economic depression, fascism, free trade, genocide/Holocaust, human rights,
imperialism, liberal ideology, militarism, modern warfare (total war), monarchy,
revolution, totalitarianism
Cross Curricular Projects
M-STEP & SAT Prep
Curriculum Overview Map
Detroit Public Safety Academy 2015-2016
Course/Subject: WORLD HISTORY AND GEOGRAPHY
Essential Questions-Units-Chapters-Concepts
UNIT 6 ERA 8 – THE COLD WAR AND ITS AFTERMATH: How did military,
political, technological, and economic changes influence a new world order?
 How did the Cold War and its end reshape the political and economic structure
of the world?
 How did decolonization contribute to significant global political transformation?
 How does the second half of the twentieth century reflect continuity and change
in world history?
Grade:
11
Quarter: 4th
Resources (include websites)
Atlas Rubicon Oakland Schools (2015). https://oaklandk12public.rubiconatlas.org/Atlas/Browse/View/Calendars
Holt McDougal, 2012
Literature
Curriculum Crafterhttps://curriculumcrafter.org/login.aspx
UNIT 7 CONTEMPORARY GLOBAL ISSUES: How are contemporary global
issues reflective of both historic conflict between civilizations and increased
globalization?
 How do global issues related to population and resource use reflect changes over
the past fifty years?
 How are contemporary global issues reflective of both historic conflict between
civilizations and increased globalization?
 What makes a matter a global issue?
English Unit Plans, 2015
www.englishunitplans.com
YouTube, 2015
www.youtube.com
Houghton Miffin, 2008
www.classzone.com
Teacher Tube, 2015
www.teachertube.com
Learning Focused, 2013.
Higher Order Thinking
Learning Focused Lessons
http://www.learningfocused.com/index.php/page/lfsengaged
Standards-CCSS/GLCEs/HSCEs-KC4
Unit 6: 2.2, 2.2.2, 4, 3.4.3, 3.5, 3.5.7, 5.3, 5.3.8, 6.2, 6.2.5, 6.2.6, 2.2, 2.2.5, F1.1, F1.2, 8.1, 8.1.2, 8.2, 8.2.2, 8.2.4, 8.3, 8.3.1, 8.3.3, 8.3.5
Unit 7: CG1, CG2, CG3, CG4
Vocabulary/Key Concepts
Unit 6: Soviet Union, Communism, Allied Powers, World bank, International Monetary
Fund, United Nations, colonize, economic nationalism, mercantilism, global free market,
ideological conflict, arms race, Berlin Wall
Assessments/Projects
Standard Based Assessment: (Pre/Post x 2)
Understand/Comprehend & Describe/Explain
Unit 6 & 7 Assessments (pre/post)
Unit 7: Fossil fuels, globalization, global warming, migration, nationalism, natural
resource, terrorism
Cross Curricular Projects