Essential Knowledge - Kevin R. Jordan - Home€¦ · Web viewWorld History Curriculum Map. Teacher: Kevin Jordan and Tommy Fothergill Course & Grade/Level: 9th Week: 1 of 36 Essential

World History Curriculum Map

Teacher: Kevin Jordan and Tommy Fothergill Course & Grade/Level: 9th

Week: 1 of 36Essential Knowledge

(NCSS and Arizona Standards Addressed Within Unit)Student Expectations, Instructional Activities,

Assessments, etc.

Unit/Focus:

Early ManPaleolithic

Neolithic

Essential or Guiding Question/s: What factors led to the eventual

transition from hunter/gatherers to agrarian societies?

How are certain aspects of early man’s society similar to future ones?

How are they different?

Arizona State Standards:Concept 2: Early Civilizations:

PO 1: Describe the Development of Early Prehistoric People, Their Agriculture, and Settlement

Concept 1: Research Skills for History PO 1: Interpret Historical Data Displayed in Maps, Graphs, Tables, Charts, and

Geographic Time Scales PO 2: Distinguish Among Dating Methods That Yield Calendar Ages (e.g.,

Dendochronology), Numerical Ages (e.g., Radiocarbon), Correlated Ages (e.g., Volcanic Ash), and Relative Ages (e.g., Geologic Time)

NCSS Standards: Culture

-Societies are constantly adapting, and change over time Time, Continuity, and Change

-Studying the past presents students with the precursor to understanding chronology and changes among cultures over time

People, Places, and Environments-By studying the relationship between people, places, and the environments, and the ensuing issues that arise, students learn to better suggest policies or courses of action based on sound reasoning skills

Science, Technology, and Society-Students will understand how scientific and technological advances have allowed every culture (beginning with early man) to adapt to outside forces

Through thorough examination of Early Man’s activities and movements, students will:

Examine and interpret historical data found in a number of examples (e.g., maps, charts, tables, graphs, and geographic time scales

Describe the transition of early man from a hunter-gatherer society to an agricultural one

View various geographic locations and examine their features to gain an understanding of how these features can give clues to correctly date them

Assessments: Students will participate in multiple

informal discussions centered on the development of Early Man’s societies and how they were the precursor for later cultures

Students will also be given a brief quiz to assess their understanding of dating methods and the differences between them

Notes: Reference The National

Curriculum Standards for Social Studies, as well as the Arizona State World History Standards to check for Compliancy.

1

Week: 2 - 4 of 36Essential Knowledge


Assessments, etc.

Unit/Focus:

Mesopotamia

Essential or Guiding Question/s: Why is Mesopotamia often

referred to as the “cradle of civilization”?

What factors ultimately aided in Mesopotamia receiving this distinction?

What factors of Mesopotamian society were/are seen in future societies?

Arizona State Standards:Concept 2: Early Civilizations:

PO 1: Describe the Development of Early Prehistoric People, Their Agriculture, and Settlement

Concept 1: Research Skills for History PO 3: Formulate questions that can be answered by historical study and

research PO 4: Construct graphs, tables, timelines, charts, and narratives to interpret

historical data PO 6: Apply the skills of historical analysis to current social, political,

geographic, and economic issues facing the world


-Societies are constantly adapting, and change over time People, Places, and Environments

-By studying the relationship between people, places, and the environments, and the ensuing issues that arise, students learn to better suggest policies or courses of action based on sound reasoning skills

Power, Authority, and Governance-Students will have opportunities to apply their knowledge and skills to participate in the workings of the various levels of power, authority, and governance

By way of participating in a teacher - created history game centered on Mesopotamia, students will: Learn and discuss the reasons why

Mesopotamia is often referred to as the “cradle of civilization”

Compare and contrast similarities and differences between societies, past and present

Gain a deeper understanding of Mesopotamian government and be able to effective compare it to the United States’

Assessment: Students will make various decisions

throughout the game that demonstrate their understanding of various aspects of Mesopotamian society

Students will also construct and present a formal representation of a certain aspect of Mesopotamian society (e.g., graph, table, timeline, chart, narrative, etc.) and how that aspect furthered society

2



Assessments, etc.Unit/Focus:

The Different Religions of the World

Essential or Guiding Question/s: How have each of these

religions developed over time? How has religion aided the

development of certain societies over time?

How has religion been detrimental to society?

Arizona State Standards:Concept 2: Early Civilizations

PO 2: Analyze the development and historical significance of Hinduism, Judaism, Buddhism, Christianity, and Islam

NCSS Standards: Individuals, Groups, and Institutions

-Students will be provided opportunities to examine, use, and add to the body of knowledge offered by the behavioral sciences and social theory in relation to the ways people and groups organize themselves around common needs, beliefs, and interests

Global Connections-Societies maintain relations with one another, especially by way of religious ideals and practices

By studying various religions practiced around the world, students will:

Discuss how the institution of religion has been both beneficial and detrimental to the advancement of various cultures

Examine how religion has evolved over time

Identify how religious institutions have enable relations between cultures to develop

Assessment: Students will observe multiple videos

detailing important aspects of various religions and their similarities/differences

Students will be quizzed, at the end of the unit, on the aspects both within the videos and brought up in class discussions

3

Week: 6 and 7 of 36Essential Knowledge


Assessments, etc.Unit or Focus:

Ancient Greece

Essential or Guiding Question/s: What developments of the

Greek Empire influenced future civilizations?

What social and political institutions of the Greek Empire are still in use today? How are they different? How are they similar?

What impact did philosophers like Socrates, Aristotle, Plato, etc. have upon both the Greek Empire, as well as future cultures?


PO 3: Analyze the enduring Greek and Roman contributions and their impact on later civilization:a. Development of concepts of governments and citizenship (e.g.,

democracy, republics, codification of law, and development of empire)b. Scientific and cultural advancements (e.g., network of roads, aqueducts,

art and architecture, literature and theater, mathematics, and philosophy)

NCSS Standards: Time, Continuity, and Change

- Studying the past presents students with the precursor to understanding chronology and changes among cultures over time

Power, Authority, and Governance- Students will have opportunities to apply their knowledge and skills to participate in the workings of the various levels of power, authority, and governance (especially as it pertains to the government of Ancient Greece)

Science, Technology, and Society- Students will understand how scientific and technological advances have allowed every culture to adapt to outside forces, as well as develop ways to improve their society as a whole

By closely examining the Ancient Greek Empire, students will:

Acknowledge and explain similarities and differences between styles of governance that existed then and now

Identify and Analyze contributions of the Ancient Greeks and their impacts on later civilizations

Compare/contrast scientific and cultural advancements of both the Greeks and later civilizations

Assessment: At the beginning of the unit, students

will discuss their current understanding of Ancient Greek society, important individuals (i.e., Socrates, Aristotle, etc.), and various institutions and contributions that still exist today

Students will read about, discuss, and view videos regarding the Ancient Greek Empire and the contributions they gave to later societies

Students will also be quizzed on these aspects of Greek society upon the completion of the unit

4



Assessments, etc.

Unit/Focus:

Ancient Rome

Essential or Guiding Question/s: What developments of the

Roman Empire influenced future civilizations?

What social and political institutions of the Roman Empire are still in use today? How are they different? How are they similar?

In what ways was the Roman Empire similar to the Greek Empire? In what ways was it different?


PO 3: Analyze the enduring Greek and Roman contributions and their impact on later civilization:a. Development of concepts of governments and citizenship (e.g.,

democracy, republics, codification of law, and development of empire)b. Scientific and cultural advancements (e.g., network of roads, aqueducts,

art and architecture, literature and theater, mathematics, and philosophy)



Power, Authority, and Governance- Students will have opportunities to apply their knowledge and skills to participate in the workings of the various levels of power, authority, and governance (especially as it pertains to the government of Ancient Rome)


By closely examining the Ancient Roman Empire, students will:

Acknowledge and explain similarities and differences between styles of governance that existed then and now

Identify and Analyze contributions of the Ancient Romans and their impacts on later civilizations

Compare/contrast scientific and cultural advancements of both the Romans and later civilizations

Identify both similarities and differences between the Greek and Roman Empires

Assessment: At the beginning of the unit, students

will discuss their current understanding of Ancient Roman society and various institutions and contributions that still exist today

Students will read about, discuss, and view videos regarding the Ancient Roman Empire and the contributions they gave to later societies

Students will also be quizzed on these aspects of Roman society upon the completion of the unit

5



Assessments, etc.

Unit or Focus:

The Fall of Rome/The Rise of Byzantium

Essential or Guiding Question/s: What factors led to the fall of

the Roman Empire? What factors led to the rise of

the Byzantine Empire? How did the fall of Rome

correspond with the rise and development of various Arab Empires?

Arizona State Standards:Concept 3: World in Transition

PO 1: Contrast the fall of Rome with the development of the Byzantine and Arab Empires (e.g., religion, culture, language, governmental structure)

Concept 1: Research Skills in History PO 5: Evaluate primary and secondary sources for:

a. author’s main pointsb. purpose and perspectivec. facts vs. opinionsd. different points of view on the same historical event (e.g., Geography Concept 6 – geographical perspective can be different from economic perspective) e. credibility and validity

PO 7: Compare present events with past events:a. cause and effectb. change over timec. different points of view



Production, Distribution, and Consumption-Students will be presented with basic understandings of how economic policy and sociopolitical systems have diverse impacts upon cultures


By studying the fall of Rome, and the concurrent rise and development of the Byzantine and Arab Empires, students will:

Identify which factors contributed to the fall of Rome, and explain how these factors had the impact they did

Analyze the development of Byzantium and explain why it did so

Synthesize an informed argument as to why various Arab cultures developed with the concurrent fall of Rome

Assessment: Students will be asked to compare and

contrast the Roman Empire with the Greek Empire

Students will also take a short quiz regarding the fracturing of the Roman Empire

Lastly, students will produce a short argument paper stating why the Byzantine Empire was able to develop during Rome’s decline

6




Feudalism

Essential or Guiding Question/s: What is feudalism, and how did

it influence both early European and Japanese societies?

How is Japanese feudalism different from European feudalism? How are they similar?

Arizona State Standards:Concept 3: World in Transition

PO 2: Compare feudalism in Europe and Japan and its connection with religious and cultural institutions

NCSS Standards: Individual Development and Identity

-Students will gain an understanding of how personal identity is gained through culture, groups, institutional influences, etc.

Individuals, Groups, and Institutions-Studying how institutions are formed, what controls and influences them, the influences they have on culture, etc. will allow for an understanding of identity

Power, Authority, and Governance- Students will have opportunities to apply their knowledge and skills to participate in the workings of the various levels of power, authority, and governance

By studying both the European and Japanese feudal systems, students will:

Identify differences and similarities between both feudal systems

Explain how these feudal systems were the precursor to later sociopolitical systems

Analyze how these feudal systems developed and influenced other various social institutions

Assessment: Students will create a feudal system of

their choice and present it in class in the form of a illustrative representation (e.g., pyramid, chart, illustration, etc.)

7



Assessments, etc.

Unit/Focus:

European/Asian Interactions

Essential or Guiding Question/s: What were the reasons behind the

Crusades? What factors led to the spread of

the Plague?

Arizona State Standards:Concept 3: World in Transition Describe the Interaction of European and Asian civilizations from the 12th to the

16th centuriesa. Crusadesb. Commerce and the Silk Roadc. Impact on cultured. Plague

NCSS Standards: Global Connections

-Societies maintain relations with one another, especially by way of commerce and economic ideals


Production, Distribution, and Consumption-Students will be presented with basic understandings of how economic policy and sociopolitical systems have diverse impacts upon cultures

By closely examining the major inter-civilization events of the Medieval centuries, students will:

Identify and analyze the factors that caused the Crusades and the effects they had on both European and Asian Civilizations

Be able to explicate how various technological, scientific, and social advances were shared among cultures via the Silk Road, and commerce in general

Identify causes behind the Plague and analyze why it affected such a large portion of the world’s population

Assessment: Students will view a video regarding the

causes and effects of the Black Plague and will write a short narrative from the point of a European during the time of the Plague, and how it affects their daily life

How did the Silk Road, and commerce in general, help develop relations between certain European and Asian civilizations?

How was culture affected by all of these events?

8



Assessments, etc.

Unit/Focus:

Renaissance and Reformation

Essential or Guiding Question/s: What were the major

contributions of the Renaissance to society as a whole?

How did the Protestant and Catholic Reformations affect society?

How could humanism and scientific approaches coincide with religious fervor?

Arizona State Standards:Concept 4: Renaissance and Reformation

PO 1: Analyze the results of Renaissance thoughts and theories: a. Rediscovery of Greek and Roman ideasb. Humanism and its emphasis on individual potential achievementsc. Scientific approach to the natural worldd. Middle Eastern contributions (e.g., mathematics, science)e. Innovations in the arts and sciences

PO 2: Explain how the ideas of the Protestant Reformation and the Catholic Reformation (e.g., secular authority, individualism, migration, literacy and vernacular, the arts) affected society

NCSS Standards: Global Connections

-Societies maintain relations with one another, especially by way of commerce and economic ideals



By studying European society and the effects the Renaissance and Reformation had upon it, students will:

Identify the Greek and Roman ideas that were “rediscovered,” and how they contributed to European society

Explain how the Renaissance promoted humanism and scientific approaches, rather than religious ones, to the natural world

Capitulate innovations in various aspects of European society and explain how society in general was affected

Assessment: Students will choose what they

determine to be the greatest achievements of the Renaissance and Reformation and debate their importance

9




European Expansion/Colonization

Essential or Guiding Question/s: What reasons compelled

civilizations to explore the world and colonize previously unclaimed land?

What factors eventually led to many colonial territories demanding independence?

How did slavery and trade in general, help spur expansion and colonialism?

Arizona State Standards:Concept 5: Encounters and Exchange

PO 1: Describe the religious, economic, social, and political interactions among civilizations that resulted from early explorationa. Reasons for European explorationb. Impact of expansion and colonization on Europec. Impact of expansion and colonization on Africa, the Americas, and Asiad. Role of disease in conqueste. Role of tradef. Navigational technologyg. Impact and ramifications of slavery and international slave tradeh. Contrasting motivations and methods for colonization

NCSS Standards: Production, Distribution, and Consumption

-Students will be presented with basic understandings of how economic policy and sociopolitical systems have diverse impacts upon cultures

Global Connections-Societies maintain relations with one another, especially by way of commerce and economic ideals


By examining European expansion and exploration, students will:

Gain an understanding of why colonies were established in various parts of the world

Analyze how slavery, trade, and navigational technology spurred expansionism and colonialism

Understand and explain why colonies (such as the American colonies) demand independence and were willing to go to war over it

Assessment: Students will view exploration routes

taken by the Europeans and explain (in a discussion setting) why colonialism occurred

Students will also debate why colonial powers wished to maintain control over their colonial territories, but were unable to do so

10




Midterms

Essential or Guiding Question/s:Just do well!

Arizona State Standards:N/A

NCSS Standards:N/A

Students will: Spend the week of midterms reviewing

previously covered material and filling out study guides in order to prepare for the midterm assessment

Assessment: Multiple choice, fill-in-the-blank, and

essay question midterm assessment will be administered during the final day of the semester

After completion of the midterm, every student will have a safe and wonderful holiday vacation

11

http://www.google.com/imgres?q=midterms+clipart&hl=en&gbv=2&biw=1366&bih=569&tbm=isch&tbnid=jxU-0TUOG8eeDM:&imgrefurl=http://themindmapper.blogspot.com/2010/04/last-midterms.html&docid=DVMpGunXAVTNyM&imgurl=http://2.bp.blogspot.com/_1IhgzE1Ic6s/S8KiJSZYHTI/AAAAAAAAAVA/oGNLbJ5CehY/s1600/CLIPART_OF_10887_SM_2.jpg&w=480&h=480&ei=fbZNT8fuKaiusQKG4cki&zoom=1



Assessments, etc.

Unit/Focus:

The French Revolution and Napoleon Bonaparte

Essential or Guiding Question/s: Who was Napoleon Bonaparte? What were the reasons behind

the French Revolution? How did the French Revolution

and the rule of Napoleon spur a sense of nationalism within Europeans?

What did the Congress of Vienna achieve and how did it affect European society?

Arizona State Standards:Concept 6: Age of Revolution

PO 4: Analyze the developments of the French Revolution and the rule of Napoleon:a. Reign of terrorb. Rise of Napoleonc. Spread of nationalism in Europed. Defeat of Napoleon and Congress of Vienna


-Studying the past presents students with the precursor to understanding chronology and changes among cultures over time

Science, Technology, and Society-Students will understand how scientific and technological advances have allowed every culture to adapt to outside forces


By closely examining the French Revolution and Napoleon’s rise to power, and subsequent defeat, student will: Understand and explain the factors behind

the French Revolution Explain the wave of nationalism that

swept over Europe during the time of the French Revolution and the rule of Napoleon

Analyze the goals and achievements of the Congress of Vienna, and how it affected European society as a whole

Assessment: Students will reenact certain Napoleonic

battles and gain an understanding of Napoleonic strategies and why Napoleon was defeated

Students will then discuss the wave of nationalism that spread throughout Europe during this time

12

http://www.google.com/imgres?q=Napoleon+clipart&hl=en&gbv=2&biw=1366&bih=569&tbm=isch&tbnid=ZE6pnGAnDRSh4M:&imgrefurl=http://www.fotosearch.com/illustration/napoleon.html&docid=clLbELxdVs1C0M&imgurl=http://cdn5.fotosearch.com/bthumb/UNC/UNC001/u27199101.jpg&w=103&h=170&ei=hbhNT4S4Oc_JsQK8g9wH&zoom=1



Assessments, etc.

Unit or Focus:

The Industrial Revolution and the Age of Imperialism

Essential or Guiding Question/s: Where did the Industrial

Revolution begin? Where did the Industrial

Revolution spread to? Why did the Industrial

Revolution spread to certain nations, but not others?

What factors were direct results of the Industrial Revolution?

What effects did the Industrial Revolution have upon a nation’s economy, as well as the world economy?

Arizona State Standards:Concept 6: Age of Revolution

PO 6: Analyze the social, political, and economic development and impact of the Industrial Revolution:a. Origins in England’s textile and mining industriesb. Urban growth and the social impact of industrializationc. Unequal spread of industrialization to other countriesd. Political and economic theories (nationalism, anarchism, capitalism,

socialism)Concept 7: Age of Imperialism

PO 1: Explain the rationale (e.g., need for raw materials, domination of markets, advent of national competition, spread of European culture/religion) for imperialism

PO 2: Trace the development of the British Empire around the world (e.g., America, Southeast Asia, South Pacific, India, Africa, the Suez)

NCSS Standards: Production, Distribution, and Consumption

-Students will be presented with basic understandings of how economic policy and sociopolitical systems have diverse impacts upon cultures


Science, Technology, and Society-Students will understand how scientific and technological advances have allowed every culture to adapt to outside forces

By studying the Industrial Revolution, and the subsequent Imperialist movement, students will:

Understand the origins of the Industrial Revolution and explain why it spread to certain countries, but not others

Discern and analyze the effects of the Industrial Revolution upon the societies it concerned itself with

Analyze the economic impacts the Industrial Revolution had not only upon various nations, but on the world as a whole

Assessment: Students will participate in a mock

industrial movement (i.e., work alone to produce bracelets and necklaces and then work in groups, in an assembly-like manner to produce the same goods) to fully comprehend the effects the Industrial Revolution had upon society

13

http://www.google.com/imgres?q=industrial+revolution+clipart&hl=en&gbv=2&biw=1366&bih=569&tbm=isch&tbnid=k1rQiHcDwRP0wM:&imgrefurl=http://xpeditiononline.com/warmingpage.html&docid=IDPAQoFGpO7E2M&imgurl=http://xpeditiononline.com/imags/clipart/earth2.jpg&w=149&h=300&ei=Y7tNT5irHamssQLX-PUU&zoom=1



Assessments, etc.

Unit/Focus:

World War I

Essential or Guiding Question/s: Why did World War I happen? What economic and political

institutions led to World War I? Why was World War I a new

kind of war? Why were alliances an

important cause of the war? What were some subsequent

causes to the outcome of the war?

Was the Treaty of Versailles and the other treaties affective/ did they deal with the causes of WWI affectively?

Arizona State Standards:Concept 8: World at War

PO 1: Examine the causes of World War I:a. rise of nationalism in Europeb. unification of Germany and Otto Von Bismarck’s leadershipc. rise of ethnic and ideological conflicts – the Balkans, Austria-Hungary,

the decline of the Ottoman Empire PO 2: Analyze the impact of the changing nature of warfare in World War I:

a. trench warfareb. mechanization of war – machine gun, gasoline, submarine, tanks,

chemicalc. American Involvement

PO 3: Explain the end of World War I and its aftermatha. Russian Revolutionb. Treaty of Versaillesc. End of empires (e.g., Austro-Hungarian, Ottoman, Russian)d. Continuation of colonial systems (e.g., French Indochina, India,

Philippines)NCSS Standards:

Time, Continuity, and Change-Studying the past presents students with the precursor to understanding chronology and changes among cultures over time


Civic Ideals and Practices-Understanding the civic institutions of a society will give students the tools necessary to participate fully in their community

WWI Discovery Activity: Students will either be by themselves or in a small group. They will randomly be assigned to a country. They will be given documents and information to go along with their individual country. The students, as their countries, are allowed to make their own decisions. However, every choice has its own positive and negative consequences. These choices will be tracked for two weeks. Through these choices, made based on the historical information provided, by the end of the second week the students will come to understand the causes, effects, etc. of WWI.

Anything that was missed, Russian Revolution, any subsequent treaty, etc. will be covered during the third week. This will also serve as a review and discussion of what they found while doing this activity.

Assessments: The students will answer a few short

essay and identification questions.

14

Week: 25 – 27 of 36Essential Knowledge


Assessments, etc.

Unit or Focus:

Fascism, World War II, and The Holocaust

Essential or Guiding Question/s: How did WWI play a role in

creating the fascistic dictatorships seen in Europe?

What were the economic issues in the 1920s and ‘30s and how did they affect other countries?

What were some lasting effects of WWI that led to the way certain countries developed before WWII?

What role did political ideology/warfare play in the Holocaust/genocide throughout the world?


PO 4: Examine the period between WW I and WWII:a. rise of fascism and dictatorshipsb. postwar economic problemsc. new alliancesd. growth of the Japanese empiree. challenges to the world order

PO 5: Analyze aspects of World War II:a. political ideologies (e.g., Totalitarianism, Democracy)b. military strategies (e.g., air warfare, atomic bomb, Russian front,

concentration camps)c. treatment of civilian populationsd. Holocaust

PO 6: Examine genocide as a manifestation of extreme nationalism in the 20th century (e.g., Armenia, Holocaust, Cambodia, Bosnia, Rwanda, Kosovo, and Sudan).

NCSS Standards: Individual Development and Identity

-Students will gain an understanding of how personal identity is gained through culture, groups, institutional influences, etc.



Students will understand the development of different countries during the ‘20s and how WWI, the Great Depression, and the development of countries led to WWII:

Using historical documents, the Treaty of Versailles, and subsequent treaties between countries after WWI, students will be put in to groups and given a country and examine how those treaties affect them individually. They will then, through jigsaw/debate/class discussion discover the root causes of how those countries developed between WWI and WWII.

Using a jigsaw activity, the class will be broken up in to groups, each given a country allied with the Axis Powers. They will analyze documents from each country/power and discover why the country developed the ways it did.

By studying propaganda, Nazism, Jewish bigotry throughout history, and the Nuremberg Trials students will understand the origins of the Holocaust.

Assessment: Students will be assessed by short essay

and adequate participation in activities For the Holocaust, students will choose

one of the above listed topics and write a short essay discussing how/why their topic led to/was connected to the Holocaust.

15




Cold War

Essential or Guiding Question/s: What was the world like during

the Cold War? Who were the main players and

why? How did the Cold War

help/hurt certain countries? Why is it called a Cold War and

was it really a ‘Cold’ War?


PO 7: Analyze the political, economic, and cultural impact of the Cold War:a. superpowers –Soviet Union, United States, Chinab. division of Europec. developing worldd. Korean and Vietnam Wars


- Studying how institutions are formed, what controls and influences them, the influences they have on culture, etc. will allow for an understanding of identity


Production, Distribution, and Consumption- Students will be presented with basic understandings of how economic policy and sociopolitical systems have diverse impacts upon cultures

Global Connections- Societies maintain relations with one another, especially by way of commerce and economic ideals

Students will read through primary sources from the Cold War to gain an understanding of the attitudes and relationships going on around the world during that time period:

Students will compare official documents from the main players in the Cold War

Students will read about the divisions in Europe which will elude partly to the collapse of the Soviet Union

Students will read and do a jigsaw activity which explains the affects that the satellite and developing countries had on the Cold War (i.e., the spread of communism)

Assessments: Students will play a game where either

as individuals or small groups they will be given a country and a set of guidelines by which they are to follow. From this the students will interact with each other and write a small essay response about what they found. Afterward, a class discussion will ensue if time allows.

16



Assessments, etc.

Unit/Focus:

The End of the Cold War

Essential or Guiding Question/s: What were some causes for the

collapse of the Soviet Union? How did the collapse of the

Soviet Union resonate throughout the world?

What are some continuing affects of the Cold War/Soviet Union that might be currently felt?

Arizona State Standards:Concept 9: Contemporary World

PO 1: Explain the fall of the Soviet Union and its impact on the world.



Individuals, Groups, and Institutions- Studying how institutions are formed, what controls and influences them, the influences they have on culture, etc. will allow for an understanding of identity


Production, Distribution, and Consumption- Students will be presented with basic understandings of how economic policy and sociopolitical systems have diverse impacts upon cultures


Civic Ideals and Practices- Understanding the civic institutions of a society will give students the tools necessary to participate fully in their community

Through historical inquiry, students will discover the reasons for the Soviet collapse:

Students will look through Soviet documents and discuss what those documents mean/imply as it pertains to their collapse.

Students will have, through economic data, charts, graphs, etc. discovered why the Soviet Union collapsed and the world economic situations it created.

By presentation and discussion, students will also have gained an understanding of the role the satellite countries played in the Soviet collapse.

Assessments: At the end of the unit, the students will

answer short essay and identification questions assessment.

17



Assessments, etc.

Unit/Focus:Terrorism

Essential or Guiding Question/s: What similarities/differences

are there between different terrorist groups in different time periods/places?

What are some factors that lead people to terrorism?


PO 2: Explain the roots of terrorism:a. background and motivesb. religious conflict (e.g., Northern Ireland, Chechnya, Southwestern

Philippines, Southern Thailand, Kashmir)c. background of modern Middle East conflicts (e.g., Israeli – Palestinian

conflict, Persian Gulf conflicts, Afghanistan)d. economic and political inequities and cultural insensitivities


- Societies are constantly adapting, and change over time Time, Continuity, and Change


Individuals, Groups, and Institutions- Studying how institutions are formed, what controls and influences them, the influences they have on culture, etc. will allow for an understanding of identity


Through research and historical investigation, students will learn to discern between different types and reasons for terrorism:

Students will examine current events and past articles along with historical inquiries into terrorism

Students will debate the reasons for current terrorist happenings

Assessments: Students will be assessed through

participation in debate and discussion.

18




The Current World/Globalization

Essential or Guiding Question/s: How did past global

relationships shape current ones?

What similarities/differences are there between the leading world powers of today and those in the past (e.g., Anicient Greece, Rome, Britain, etc.)?

What are the economic characteristics of developing countries compared to those of developed ones?

Is globalization important? Why/ Why not?

Is economic interdependence important? Why/ Why not?


PO 3: Describe the development of political and economic interdependence during the second half of the twentieth century:a. economics, global wage inequalities b. technology c. multinational corporationsd. growth of international governmental organizations (e.g., World Trade Organization)e. growth of non-governmental organizations (e.g., Red Cross, Red Crescent)

PO 4: Examine environmental issues from a global perspective (e.g., pollution pressures, global warming, scarcity of resources).

PO 5: Connect current events with historical events and issues using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).


- Studying how institutions are formed, what controls and influences them, the influences they have on culture, etc. will allow for an understanding of identity



Civic Ideals and Practices- Understanding the civic institutions of a society will give students the tools necessary to participate fully in their community

By examining news articles and participating in current events, students will connect current happenings with historical events and their effects on individual and global societies:

Students will participate in global trading activities to understand global economic interdependence and its effects on individual nations

Students will understand both sides of the global warming argument by watching documentaries and discussing them in class (e.g., fishbowl, jigsaw, etc.)

Students will become familiar with the different world political institutions and discuss them through debate/fishbowl.

Assessment: Students will be assessed by their

participation in activities and collection of current events.

19




Research Project Finalization and Turn in

Essential or Guiding Question/s: What is the topic of your

project? How and where will you

research/find information for/on your topic?

What is your thesis? Who, what, when, where, why,

how, and why is it important? What, if any, connections does

your topic make with other events throughout world history?

Arizona State Standards:Concept 1: Research Skills for History

PO 1: Interpret historical data displayed in maps, graphs, tables, charts, and geologic times scales.

PO 3: Formulate questions that can be answered by historical study and research.

PO 4: Construct graphs, tables, timelines, charts, and narratives to interpret historical data.

PO 5: Evaluate primary and secondary sources for:a. authors’ main pointsb. purpose and perspectivec. facts vs. opinionsd. different points of view on the same historical event e. credibility and validity

PO 6: Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world.

PO 7: Compare present events with past events:a. cause and effectb. change over timec. different points of view

NCSS Standards: All Ten NCSS Thematic Standards

-By submitting students’ final projects, the class will cover all thematic standards by way of discussing the varying topics their projects were based upon

Students will learn in-depth research, reading, writing, and historical analysis skills.

Assessment: Research Project due.

20



Assessments, etc.

Unit/Focus:

Review 3rd Quarter

Essential or Guiding Question/s: What are the important points

of WWI and WWII?


NCSS Standards:N/A

Review Week

Review for the semester final: Review 3rd Quarter

21



Assessments, etc.

Unit or Focus:Review 4th Quarter

Essential or Guiding Question/s: What are the important points

of the Cold War, Terrorism, and (maybe The Current World and Globalization)?


NCSS Standards:N/A

Review Week

Review for the semester final: Review 4th Quarter

22




Essential or Guiding Question/s: Are you ready for the final? If there are any questions come

talk to me.

Finals Week 2nd Semester Final

23

Documents

Essential Knowledge - Kevin R. Jordan - Home€¦ · Web viewWorld History Curriculum Map. Teacher: Kevin Jordan and Tommy Fothergill Course & Grade/Level: 9th Week: 1 of 36 Essential