MIDD LETOWN PU BLIC SCHOOLS WORLD HISTORY …...MIDD W 15 Grade Curricul 6/1/2013 LETOWN PU ORL 00‐P 9 um Writers: BLIC SCHO D HI RES Michael Clance OLS STO ENT y, Keith Holube RY

MIDD

W15Grade

Curricul6/1/2013

LETOWN PU

ORL500‐Pe 9�

um Writers: 3

UBLIC SCHO

LDHIPRES

Michael Clance

OOLS�

ISTOSENT

ey, Keith Holube

ORYITCU

esko, and Rach

IIURRIC

helle Myllymaki

CULU

i

UM��

WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki

6/12/2013 Middletown Public Schools 1

6/12/2013

TCt T

A

A

T

COMMO

GRAD

he Middletown Socresources to design

RI Social Studies National Standar Curriculum Stand Common Core St Best Practice, Ne Classroom Instru Differentiated In Formative Assess Model curriculum Educational web Webb’s Depth of

The K‐12 Curriculum ideCommon Core State Statimeline), rubrics, and c

The curriculum provide Civics a Historic Econom Geogra

And through the study o Topics United World Historic

Additionally the Commo College

oooo

Collegeoooo

Define content sta

Define what all stu Divide Common C Provide grade leve

T

ON CORE FOR E

E SPAN EXPECT

cial Studies Curriculumn the document that inc

Grade Span Expectations (GSE)rds for History dards for Social Studies tate Standards for English Langew Standards for Teaching and uction That Works structional Strategies sment and Standards‐Based Grm documents, e.g. New York bsites f Knowledge

entifies what all studenandards for Literacy in Hchecklists.

s learners with a sequeand Government cal Perspectives mics aphy of National Standards ffor grades K‐4 States History (Eras 1‐1History (Eras 1‐9) for grcal Thinking Standards on Core State Standardse and Career Readiness o Key Ideas and Detao Craft and Structureo Integration of Knowo Range of Reading e and Career Readiness o Text Types and Puro Production and Diso Research to Build ao Range of Writing

andards— what studen

udents should know anore Standards into broael specificity that define

ENGLISH LANGU

TATIONS FOR

WORLD H

m for grades K‐12 was cluded but are not limit

)

guage Arts and Literacy in HistoLearning in America’s Schools

rading, Classroom Strategies Th

ts should know and be History/Social Studies, S

ntial comprehensive ed

for History that include

10) for grades 5‐12 rades 5‐12 grades K‐12 s for English Language AAnchor Standards for Rails e wledge

Anchor Standards for Wrposes stribution of Writing and Present Knowledge

ts should know and be

d be able to do by the ead statements called the the skills and understa

UAGE ARTS AN

SOCIAL STUDIE

HISTORY II 1500Curriculum Writers: Michael

Mid

completed in June 20ted to:

ory/Social Studies, Science and T

hat Work,

able to do in Social StuScience and Technical S

ducation in Social Studie

es:

Arts that includes: Reading

Writing

e

able to do in Civics and

end of each grade. he College and Career Randings that all student

D LITERACY IN

ES

‐ PRESENT CUR Clancey, Keith Holubesko, and

ddletown Public Schools

013 by a team of K‐12

Technical Subjects (CCSS)

dies education. Each grSubjects, the National H

es through the study of

d Government, Histroica

eadiness Anchor Standts must demonstrate.

HISTORY/SOCIA

RRICULUM Grad Rachelle Myllymaki

teachers. The team, id

rade or course draws frHistory Standards, resea

f Grade Span Expectati

al Perspectives, Econom

ards (CCR) for Reading

AL STUDIES, SC

Our mission is

tensuring that stu

ade 9

dentified as the Social

rom Rhode Island Gradarch‐based instructiona

ions in Social Studies th

mics and Geography.

Writing, Speaking and

CIENCE, AND TE

Mission S

to provide a compreheK‐12 Social Stud

that is based upon reseudents become critical

responsib

Studies Curriculum W

de Span Expectations foral strategies, resources,

hat includes:

Listening, and Lanagag

ECHNICAL SUBJ

Statement

ensive, integrated, anddies curriculum earch and best practice,thinkers, effective comle citizens

Writers referenced exte

r Social Studies, the , map (or suggested

e (grades 6‐12).

JECTS

d differentiated

e, mmunicators, and

2

nsive

6/12/2013

The cu

RESEA

urriculum provides a list Employs strategie

challenging). Use Classroom In

o Settingo Reinforo Coopero Cues, qo Nonlingo Summao Assignio Identifyo Generao Provide

Facilitates the inteo problemo commuo critical o researco reflecti

Differentiates insto Anchoro Cubingo Jig‐sawo Pre/poo Think/po Tiered

Analyzes formativ Provides exempla Provides opportun Addresses multipl Models the use of

concept map), eva Employs Social Stu

o studeno integrao school o art for

Models historical o chronoo historico historico historic

ARCH-BASED

t of research‐based bess of “best practice” (stu

nstruction That Works Sg objectives and providircing effort and providirative learning questions, and advance guistic representations arizing and note taking ing homework and provying similarities and difating and testing hypothe opportunities for indeegration of Applied Leam solving unication thinking ch ion/evaluation. truction by varying the ring g wing ost assessments pair/share assignments ve assessment to directrs and rubrics. nities for independent, le intelligences and braf graphic organizers: sealuation organizers (chaudies education best pt originality ation of arts across the ccommunity involvemenall students thinking skills: ological thinking, cal comprehension cal analysis and interprecal issues – analysis and

INSTRUCTION

WORLD H

st practice instructionaudent‐centered, experi

Strategies: ng feedback ng recognition

organizers

viding practice fferences heses ependent, partner and rning Standards (SCAN

content, process, and p

t instruction.

partner and collaboratain dominance (spatial, equence organizers (chaarts, scales), categorize/ractices, e.g.

curriculum nt

etation, historical resead decision‐making

NAL STRATEG


Mid

l strategies that the teaential, holistic, authent

collaborative group woS)

product and implement

ive group work. bodily kinesthetic, musains, cycle), concept de/classify organizers (cat

arch capabilities

GIES



acher may model and/otic, expressive, reflectiv

ork

ting

sical, linguistic, intrapervelopment (mind map)tegories, tree) relationa


or facilitate, e.g. e, social, collaborative,

rsonal, interpersonal, m), compare/contrast orgal organizers (fish bone,

ade 9

, democratic, cognitive,

mathematical/logical, anganizers (Venn diagram, pie chart).

, developmental, constr

nd naturalist). ms, comparison charts),

ructivist/heuristic, and

organizers (word web,

3

6/12/2013

REQUIRED C Comm Comm Comm Comm Portfo

SUGGE

Anecdota Accounta Anecdota A.P.P.A.R Conferen Current e Debates Graphic o DBQ Mark‐up Mock ele Modeling

COMMO

Provides social stuo investigo exerciso involvino involvino involvino involvino buildin

COMMON ASSESSMENTmon Mid‐year Exam mon Final Exam mon Formative Assessmmon Summative Assessmolio Tasks

ESTED ASSESSMENTS

al records able talk al records .T.S cing events assessment

organizers e.g. compari

‐text ction g

ON and SUGGE

udies best practices opgating topics in depth sing choice and responsng exploration of open ng students in active pang students in both indng students in reading, g upon students’ prior

TS

ents (CFA) ments (CSA)

ison charts, Venn Diagr

ESTED ASSESS

WORLD H

portunities such as:

sibility by choosing theirquestions that challengarticipation in the classrependent inquiry and cwriting, observing, discknowledge

am, etc.

SMENTS


Mid

r own topics for inquiryge students’ thinking room and the wider comcooperative learning; cussing, and debating

Mu

Int Jou Or Pe

Pro



y

mmunity

ultiple Intelligences asso Role playingo Graphic orgo Collaboratio

terviews urnals al presentations er self‐assessment (usirubrics/checklists Primary sources oblem/Performance ba


essments, e.g. g ‐ bodily kinesthetic ganizing ‐ visual on ‐ interpersonal Exhib

ing department

sed/common tasks

ade 9

bits

Rubrics/W

School‐w Tests/qu Text com Timeline Written r

3‐2‐1

Writingo Informational o Argument/opiniowide rubrics uizzes mparison s responses: Common Co Argument/opinioo Informational o Research

on

ore ELA Standards: on

4

6/12/2013

Textbook TBD Americ Supplement “Upfron Readings

oooo

Wilson’s Technology Compute LCD proje Interactiv T.V. Videos and “Eyes on “French R Materials Maps

Community

RESOU

ca Pathways to the Pres

tary books/material t Magazine” and teache: o Mussolini o Hitler o Lenin o Manchuria

14 Points

y rs ectors ve boards

DVDs the Prize” Revolution” video

y

URCES HIGH SC

sent, 1998, Prentice Ha

er materials aligned to

CHOOL

WORLD H

all

ELA Common Core Stan


Mid

ndards

Websites http://am http://be http://hi http://m http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w https:/ h https://w www.cho www.fte www.his www.new www.upf www.pro www.she www.upf



mericanradioworks.pubensguide.gpo.gov/subjestoryexplorer.si.edu/ho

memory.loc.gov/ammemww.archives.gov/ Natww.archives.gov/educaww.billofrightsinstituteww.cagle.com/politicalww.cnn.com/studentnww.eyewitnesstohistorww.hippocampus.org/ww.history.com/ ww.historynet.com/ ww.historyplace.com/ww.howstuffworks.comww.ipl.org/div/potus/ ww.law.ou.edu/hist/ Aww.loc.gov/index.htmww.pbs.org/teachers/sww.pbs.org/wgbh/ameww.pbs.org/wnet/histoww.shmoop.com/videottp://historyexplorer.siwww.gilderlehrman.orgoices.edu e.org storynet.com/ wyorktimes.com frontmagazine.com ojo.com eppardmaps.com frontmagazine.com


blicradio.org/features/pect.html#government ome/ Smithsonian m/ndlpedu/collections/ional Archives ation/lessons/civil‐righte.org/instructional/resolcartoons/ Political Caews/ ry.com/

m/ Presidents website A Chronology of US HistLibrary of Congress socialstudies/ ericanexperience/collecoryofus/ Freedom: A Ho/#history Short video ci.edu/home/ Smithsonig/

ade 9

prestapes/ JFK, LBJ, and

/

ts‐act/activities.html#stources/Lessons/Lessonsartoons

storical Documents

ctions/presidents/ PreHistory of Us clips ian

d Nixon Presidential Rec

tandards s_List.asp

esident video clips

cordings

5



ENDURING KNOWLEDGE and STEM

UNIT

INDICATORS/BENCHMARKSMiddletown Public Schools

INSTRUCTIONALSTRATEGIES

RESOURCES ASSESSMENTS

Civics and Government C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals.

HISTORICAL THINKING

Chronological thinking, Historical

comprehension Historical analysis and

interpretation, historical research capabilities

Historical issues – analysis and decision‐making

Students demonstrate an understanding of origins, forms, and purposes of government by… C&G 1 (9‐12) –1 C&G 1 (9‐12) –1a Describing or explaining competing ideas about the purposes and functions of politics and government.

Grade 9 ‐ World History II 1500 ‐ Present Essential knowledge and skills

Analyze the character, development, and sources of wealth of strong bureaucratic monarchies in the 16th century. ERA 6, 2C, 1

Academic vocabulary Monarchy Absolute monarchy Limited monarchy Constitutional

monarchy C&G 1 (9‐12) –1b Comparing and contrasting different forms of and their purpose.


Explain principal ideas of the Enlightenment, including rationalism, secularism, progress, toleration, empiricism, natural rights, contractual government, and new theories of education. ERA 6, 2E, 2

Assess the impact of Enlightenment ideas on the development of modern nationalism and democratic thought and institution. ERA 6, 2E, 3

Explain how academies, salons, and popular publishing contributed to the dissemination of Enlightenment ideas. ERA 6, 2E, 6

Academic vocabulary Natural rights Enlightenment Separation of

power Social contract Religious

tolerations

C&G 1 9‐12) –1c Explaining how a political ideology is reflected in the form and structure of a government (e.g., Democracy – Democratic republic).


Explain the causes of the Russian Revolution of 1917 and analyze why the revolutionary government progressed from moderate to radical. ERA 8, 2C, 1

Explain Leninist political ideology and how the Bolsheviks adapted Marxist ideas to conditions peculiar to Russia. ERA 8, 2C, 2

Academic vocabulary Political ideology Russian revolution Bolsheviks Marxist Lenin

Teachers Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Provide opportunities for higher level thinking: Bloom’s Taxonomy, e.g.

analyzing, synthesizing, predicting, evaluating, creating, etc.

Webb’s Depth of Knowledge, 2,3,4, skill/conceptual understanding, strategic reasoning, extended reasoning

Models historical thinking skills: chronological thinking, historical comprehension historical analysis and


historical issues – analysis and decision‐making

TextbookWorld History, Connections to Today (1997) Chapters 17.2, 18 Supplementary Books, Teacher (T) Student (S) Enjoy Global History Global History Document‐based Questions

Technology Computers LCD projectors Interactive boards T.V. Websites explorelearning.co

m (Gizmo™) www.commoncore.

org/maps www.corestandards

.org www.pbs.org/the

greatwar www.ride.ri.gov World War I:

o http://www.historyofwar.org/articles/wars_wwI.html

o http://www.bbc.co.uk/history/worldwars/wwone/

o http://www.pbs.org/greatwar/

o http://www.firstworldwar.com/

o www.howstuffworks.com

French Revolution: o http://www.scho

olhistory.co.uk/year8links/frenchr

REQUIRED COMMON ASSESSMENTS Common Mid‐year

Exam Common Final

Exam Common

Formative Assessments (CFA)

Common Summative Assessments (CSA)

Portfolio Tasks SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records

A.P.P.A.R.T.S Conferencing

Current events

assessment

DBQ

Debates

Exhibits

Essays Interviews Graphic organizers Journals Mark‐up‐text

Mock election




UNIT




C&G 1 (9‐12) –1d Distinguishing between the rule of law and the “rule of men” (e.g., Korematsu v. U.S. and Japanese internment during WWII).


Explain how the English civil war and the Revolution of 1688 affected government, religion, economy, and society in that country. ERA 6, 2C, 3

Academic vocabulary James II Glorious revolution English Bill of Rights Limited monarchy Habeas corpus

Provides social studies best practices opportunities such as: investigating topics in

depth exercising choice and

responsibility by choosing their own topics for inquiry

involving exploration of open questions that challenge students’ thinking

involving students in active participation in the classroom and the wider community

involving students in both independent inquiry and cooperative learning;

involving students in reading, writing, observing, discussing, and debating

building upon students’ prior knowledge

Facilitates strategies of summarizing and paraphrasing graphic organizers:

sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)

two column note taking 5‐3‐1 QAR Read around the text Facilitate integration of the Applied Learning Standards

evolution_causes.shtml

o http://www.pbs.org/marieantoinette/

World War II: o http://www.soci

alstudiesforkids.com/articles/worldhistory/dunkirkevacuation.htm

o www.howstuffworks.com

Understanding the holocaust:

o http://www.ushmm.org/wlc/en/?WT.srch=1&WT.mc_id=10003&gclid=CPKO‐ceGtrUCFUXf4AodNSwAFw

General History Websites:

o http://www.historyteacher.net/GlobalStudies/MiddleEastMainPage.htm

o http://worldhistoryconnected.press.illinois.edu/4.2/maunu.html

o http://www.besthistorysites.net/

o http://worldhistoryforusall.sdsu.edu/

o http://www.worldhistorynetwork.org/T_MajorResources.php

Materials ancillary resources test bank

Modeling

Multiple Intelligences assessments, e.g. o Role playing ‐

bodily kinesthetic

o Graphic organizing ‐ visual

o Collaboration ‐ interpersonal

Oral presentations Primary sources

Problem/Performa

nce based/common tasks

Rubrics/checklists

o argument writing

o Informational writing

Tests and quizzes

Technology

Text comparison

Timeline Writing genres

o Arguments/ opinion

o Informative o Narrative o Research

3‐2‐1




UNIT




(SCANS): Communication Critical thinking Problem solving Reflection/evaluation Research Provide rubrics and models

Civics and Government C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals.

Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by… C&G 1 (9‐12)–2 C&G 1 (9‐12)–2a Identifying how actions of a government affect relationships involving the individual, society and the government (e.g., Homeland Security).

Grade 9 ‐ World History II 1500 – Present

Essential knowledge and skills Explain principal ideas of the Enlightenment,

including rationalism, secularism, progress, toleration, empiricism, natural rights, contractual government, and new theories of education. ERA 6, 2E,2

Explain how academies, salons, and popular publishing contributed to the dissemination of Enlightenment ideas. ERA 6, 2E,6

Academic vocabulary Salon Social contract

C&G 1 9‐12)–2b Explaining how political authority is obtained and legitimized.

Grade 9 ‐ World History II 1500 ‐ Present

Essential knowledge and skills Assess the challenges to democratic

government in Latin America in the context of class divisions, economic dependency, and United States intervention. ERA 8, 3B, 7

Academic vocabulary Creole Haitian

independence Liberalism Mestizo Mexican Revolution Mulatto Simon Bolivar Ultra‐royalist

C&G 1 (7‐8)–2c Examining the historical origins of power and how that power has been exercised over time (e.g., divine right, popular sovereignty, social contract, “regime of truth”).

TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify

RESOURCE NOTES See resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards

Enjoy Global History Global History Document‐based Questions

Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps

Movies “French Revolution”

video History channel Websites

ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year

Exam Common Final

Exam Common



Portfolio Tasks Suggested (see list on page five) Social contrast

A.P.P.A.R.T.S CFA – A.P.P.A.R.T.S Declaration of

rights of Man Social contrast CFA – A.P.P.A.R.T.S




UNIT





Essential knowledge and skills Explain principal ideas of the Enlightenment,

including rationalism, secularism, progress, toleration, empiricism, natural rights, contractual government, and new theories of education. ERA 6, 2E, 2

Academic vocabulary Social Contract

organizers (categories, tree) relational organizers (fish bone, pie chart)

two column note taking 5‐3‐1 QAR Read around the text

Civics and Government C&G 2: The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches.

Students demonstrate an understanding of United States government (local, state, national) by… C&G 2 (9‐12) –1 C&G 2 (9‐12) –1a Evaluating, taking, and defending positions on a current issue regarding the judicial protection of individual or state rights via judicial review. NA C&G 2 (9‐12) –1b Analyzing the basic structures of government in the U.S. (e.g., national, state, local; branches of federal government) through researching a current or historical issue or event. NA C&G 2 (9‐12) –1c Identifying and describing ways in which people gain or fail to gain access to the institutions of the U.S. government (local, state, national) or other political institutions (e.g., access to the U.S. political process). NA C&G 2 (9‐12) –1d Critically examining the principles, traditions, and precedents of American constitutional government. NA

TEACHER NOTES

RESOURCE NOTES

ASSESSMENT NOTES

Civics and Government C&G 3: In a democratic society all people have certain rights and responsibilities.

Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by… C&G 2 9‐12) –2 C&G 2 (9‐12) –2a Interpreting and analyzing the sources of the U.S. democratic tradition in the Declaration of Independence, U.S. Constitution, and other documents (e.g., RI Constitution, Seneca Falls Declaration of Sentiments & Resolutions, Supreme Court decisions, Pledge of Allegiance). NA C&G 2 (9‐12) –2b Analyzing the inherent challenges involved in balancing majority rule and minority rights. NA C &G 2 (9‐12) –2c Identifying and giving examples of the discrepancies between democratic ideals and the realities of American social and political life (e.g., equal protection under the law and the reality of discrimination). NA Grade 9 ‐ World History II 1500 ‐ Present C &G 2 (9‐12) –2d Discussing different historical understandings/ perspectives of democracy. NA

TEACHER NOTES

RESOURCE NOTES

ASSESSMENT NOTES




UNIT





Students demonstrate an understanding of citizens’ rights and responsibilities by… C&G 3 (9‐12) –1 C&G 3 (9‐12) –1a Comparing and contrasting different perspective on provisions found in the Bill of Rights (e.g., flag burning and the first Amendment).



Academic vocabulary English Bill of Rights

C&G 3 (9‐12) –1b Comparing and contrasting human rights provided for in various seminal documents or materials (e.g., Declaration of the Rights of Man, Universal Declaration of Rights, International Convention on the Rights of the Child, and other international documents). Grade 9 ‐ World History II 1500 ‐ Present

Essential knowledge and skills Analyze leading ideas of the revolution

concerning social equality, democracy, human rights, constitutionalism, and nationalism and assess the importance of these ideas for democratic thought and institutions in the 20th century. ERA 7, 1A, 4

Academic vocabulary Declaration of

Rights of Man

C&G 3 (9‐10) –1c Evaluating, taking, and defending positions regarding the personal and civic responsibilities of individuals.


Analyze leading ideas of the revolution concerning social equality, democracy, human rights, constitutionalism, and nationalism and assess the importance of these ideas for democratic thought and institutions in the 20th century. ERA 7, 1A, 4

Describe how the wars of the revolutionary and Napoleonic period changed Europe and assess Napoleon’s effects on the aims and outcomes of the revolution. ERA 7, 1A, 6

Academic vocabulary Napoleonic Code Declaration of

Rights of Man Constitution

oppression

TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Provides social studies best practices opportunities such as: investigating topics in







building upon students’

RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards



Movies History channel Websites http://www.schoolh

istory.co.uk/year8links/frenchrevolution_causes.shtml

http://www.pbs.org/marieantoinette/

Napoleonic Code Declaration of

Rights of Man


Exam Common Final

Exam Common



Portfolio Tasks Suggested (see list on page five) CFA A.P.P.A.R.T.S Declaration of

Rights of Man CFA A.P.P.A.R.T.S




UNIT




C&G 3 9‐12) –1d Analyzing the scope and limits of personal, cultural, economic, or political rights (e.g., freedom of expression vs. school dress codes, speaking one’s native language vs. English‐only legislation; living wage vs. minimum wage; civil liberties vs. national security).


Essential knowledge and skills Describe how the wars of the revolutionary

and Napoleonic period changed Europe and assess Napoleon’s effects on the aims and outcomes of the revolution. ERA 7, 1A, 5


Academic vocabulary Napoleon equality Freedom Liberty

C&G 3 (9‐10) –1e Describing the criteria used for admission to citizenship in the U.S. NA

prior knowledge Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


Napoleonic Code


Students demonstrate an understanding of how of individuals and groups exercise (or are denied) their rights and responsibilities by… C&G 3 (7‐8) –2 C&G 3 (9‐12) –2a Identifying a policy at the school, local, state, national, or international level and describing how it affects individual rights. Grade 9 ‐ World History II 1500 ‐ Present

Essential knowledge and skills


Academic vocabulary English Bill of Rights Petition of Right Glorious Revolution

C&G 3 (9‐12) –2b Accessing the political system (e.g., letter writing, researching an issue and communicating it to the public, organizing, petitioning, boycotting/boycotting. Grade 9 ‐ World History II 1500 ‐ Present

Essential knowledge and skills Explain how the English civil war and the

Revolution of 1688 affected government, religion, economy, and society in that country. ERA 6, 2C, 3

Academic vocabulary Grievances English Bill of Rights

TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal



Technology Computers

ASSESSMENT NOTES Required Common Mid‐year

Exam Common Final

Exam Common



Portfolio Tasks Suggested (see list on page five)




UNIT




C&G 3 (9‐12) –2c Describing and giving examples of how access to institutions can affect justice, reward, and power in the U.S. NA C&G 3 (9‐12) –2d Identifying and explaining ways individuals and groups have exercised their rights in order to transform society (e.g., Civil Rights Movement, women’s suffrage).


Describe the characteristics of the “agricultural revolution” that occurred in England and Western Europe and analyze its effects on population growth, industrialization, and patterns of land‐holding. ERA 7, 2A, 1

Identify the major characteristics of the industrial revolution and compare industrial economies with other forms of economic organization. ERA 7, 2A, 2

Analyze relationships between the expanding world market economy of the 16th through 18th centuries and the development of industrialization. ERA 7, 2A, 3

Analyze connections between early industrialization and Britain’s commercial relations with continental Europe, the Mediterranean, India, the Caribbean, and other world regions. ERA 7, 2A, 4

Assess the relative importance of geographical, economic, technological, and political factors that permitted or encouraged the rise of mechanized industry in England. ERA 7, 2A, 5

Explain connections among population growth, industrialization, and urbanization and evaluate the quality of life in early 19th‐century cities. ERA 7, 2B, 1

Explain how industrialization and urbanization affected class distinctions, family life, and the daily working lives of men, women, and children. ERA 7, 2B, 2

Analyze connections between industrialization and movements for political and social reform in England, Western

Academic vocabulary Industrial

Revolution Agricultural

revolution Enclosure Urbanization Labor unions

Models historical thinking skills: chronological thinking, historical comprehension historical analysis and


historical issues – analysis and decision‐making

Provides social studies best practices opportunities such as: investigating topics in








Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation

LCD projectors Interactive boards T.V. Materials Up‐dated maps

Movies History channel Websites




UNIT




Europe, and the United States. ERA 7, 2B, 3 Analyze connections between

industrialization and the rise of new types of labor organizations and mobilization. ERA 7, 2B, 4

C&G 3 (9‐12) –2e Participating in and reflecting on a decision‐making experience as part of a group in your classroom, school, or community (e.g., developing classroom norms, School Improvement Team member, response to community needs, such as a food drive). Grade 9 ‐ World History II 1500 ‐ Present


Academic vocabulary

organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


Civics and Government C&G 4: People engage in political processes in a variety of ways.

Students demonstrate an understanding of political systems and political processes by… C&G 4 (9‐12) –1 C&G 4 (9‐12) –1a Comparing and contrasting U.S. systems of government with others.


Essential knowledge and skills Analyze the relative importance of economic

and political rivalries, ethnic and ideological conflicts, militarism, and imperialism as underlying causes of the war. ERA 8, 2A, 1

Analyze how the Russian Revolution and the entry of the United States affected the course and outcome of the war. ERA, 2B, 5

Academic vocabulary World War I Nationalism Imperialism Militarism Alliances Systems Russian Revolution Democracy

C&G 4 (9‐12) –1b Interacting with, analyzing, and evaluating political institutions and political parties in an authentic context (using local, national, or international issues/events that are personally meaningful).



Academic vocabulary

TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Models historical thinking skills: chronological thinking, historical comprehension historical analysis and

interpretation, historical





Exam Common Final

Exam Common







UNIT




C&G 4 (9‐12) –1c Analyzing and interpreting sources (print and non‐print discourse/media), by distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across sources (GSE R‐10‐8.4).


Essential knowledge and skills Explain leading ideas of Social Darwinism

and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1

Assess the effects of the discovery of diamonds and gold in South Africa on political and race relations among British colonial authorities, Afrikaners, and Africans. ERA 7, 5E, 5

Analyze the sources and effectiveness of military, political, and religious resistance movements against European conquest in such regions as Algeria, Morocco, West Africa, the Sudan, Ethiopia, and South Africa. ERA 7, 5E, 6

Academic vocabulary White Man’s

Burden Imperialism Social Darwinism Colonization

C&G 4 (9‐12) –1d Selecting a landmark campaign or election in the American political system, explaining the historical context and its significance, and evaluating its impact. NA C&G 4 (9‐12) –1e Analyzing multiple perspectives on an historical or current controversial issue (e.g., immigration, environmental policy, escalation of the war in Vietnam, Brown v. Board of Education).


Essential knowledge and skills Explain how industrialization and

urbanization affected class distinctions, family life, and the daily working lives of men, women, and children. ERA 7, 2B, 2

Analyze connections between industrialization and movements for political and social reform in England, Western Europe, and the United States. ERA 7, 2B, 3


Revolution Child labor Labor Out source

research capabilities historical issues – analysis

and decision‐making Provides social studies best practices opportunities such as: investigating topics in








Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)

two column note taking 5‐3‐1

Movies History channel Websites www.pbs.org/thegr

eatwar




UNIT




QAR Read around the text


Students demonstrate their participation in political processes by… C&G 4 (9‐12)‐2 C&G 4 (9‐12)‐2a Using collaborative decision making/problem solving to consider multiple perspectives on a current political, social, or economic issue, evaluating the consequences of various options, and developing a plan of action (e.g., new school policy or local, national, or international public policy).


Current events

Academic vocabulary

C&G 4 (9‐12)‐2b Working individually or with others to identify, propose, and carry out a community/civic engagement project/initiative (e.g., making the community aware of an issue, organizing a workshop).


Explain leading ideas of Social Darwinism and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1

Academic vocabulary Imperialism Social Darwinism Racism

C&G 4 (9‐12)‐2c Engaging in and reflecting upon an electoral process in a class, school, or community (e.g., become a candidate and carry out a campaign, participate in party/school nominations, work on a political campaign, volunteer to serve on a board, do polling). NA

TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments






Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites DBQ Imperialism


Exam Common Final

Exam Common







UNIT





Students participate in a civil society by… C&G 4 (9‐12)‐3 C&G 4 (9‐12)‐3a Critically reflecting on their own civic dispositions (e.g., tolerance and respect, concern for the rights and welfare of others, social responsibility, and recognition of the capacity to make a difference). NA C&G 4 (9‐12)‐3b Identifying and describing the role that various institutions play in meeting the needs of the community.


Essential knowledge and skills Explain discontent among Europeans with

the late medieval Church and analyze the beliefs and ideas of the leading Protestant reformers. ERA 6, 2B, 4

Explain the aims and policies of the Catholic Reformation and assess the impact of religious reforms and divisions on European cultural values, family life, convent communities, and men’s and women’s education. ERA 6, 2B, 6

Academic vocabulary Protestant

Reformation Catholic Cantor

Reformation

C&G 4 (9‐12)‐3c Identifying and analyzing the conflicts that exist between public and private life (e.g., issues related to Homeland Security, Eminent Domain, civil liberties). NA










Exam Common Final

Exam Common



Portfolio Tasks Suggested (see list on page five) A.P.P.A.R.T.S Martin Luther King

Civics and Government

Students demonstrate an understanding of the many ways Earth’s people are interconnected by… C&G 5 (9‐12) – 1

TEACHER NOTES Use formative assessment

RESOURCE NOTESSee resource list on page one

ASSESSMENT NOTES Required




UNIT




C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.

C&G 5 (9‐12) – 1a Identifying the ways the world is organized: politically, socially, culturally, economically, environmentally (e.g., nation‐state).


Essential knowledge and skills Analyze causes and consequences of the

world’s shift from bipolar to multipolar centers of economic, political, and military power. ERA 9, 3A, 7

Academic vocabulary Globalization Militarism Outsourcing

C&G 5 (9‐12) – 1b Organizing information to show relationships between and among various individuals, systems, and structures (e.g., politically, socially, culturally, economically, environmentally).


Essential knowledge and skills Analyze the relative importance of economic

and political rivalries, ethnic and ideological conflicts, militarism, and imperialism as underlying causes of the war. ERA 8, 2A, 1

Academic vocabulary Ideology Imperialism Militarism Nationalism Totalitarianism

to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments




Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards


Readings: o Mussolini o Hitler o Lenin o Manchuria

Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites

Common Task: Imperialism

Suggested (see list on page five) Accountable Talk

Civics and Government C&G 5: As members of an interconnected world community, the choices we make

Students demonstrate an understanding of the benefits and challenges of an interconnected world by… C&G 5 (9‐12)‐2 C&G 5 (9‐12)‐2a Describing the interconnected nature of a contemporary or historical issue.


TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and

RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today


Exam




UNIT




impact others locally, nationally, and globally.

Essential knowledge and skills Explain how international conditions

affected the creation of Israel and analyze why persistent conflict developed between Israel and both Arab Palestinians and neighboring states. ERA 9, 1C, 5

Academic vocabulary Balfour declaration Zionism

C&G 5 (9‐12)‐2b Analyzing and evaluating a contemporary or historical issue (e.g., free trade versus fair trade, access to medical care and terrorism).


Essential knowledge and skills Explain how international conditions

affected the creation of Israel and analyze why persistent conflict developed between Israel and both Arab Palestinians and neighboring states. ERA 9, 1C, 5

Academic vocabulary Balfour declaration Zionism

collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments




(1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards




Common Final Exam

Common Formative Assessments (CFA)



Civics and Government C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.

Students demonstrate an understanding of how the choices we make impact and are impacted by an interconnected world by… C&G 5 (9‐12)‐3 C&G 5 (9‐12)‐3a Predicting outcomes and possible consequences of a conflict, event, or course of action.


Essential knowledge and skills Explain the causes and international and

local consequences of major Cold War crises, such as the Berlin blockade, the Korean War, the Polish workers’ protest, the Hungarian

Academic vocabulary Cold war Berlin airlift

TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for:

RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and


Exam Common Final

Exam Common


Common




UNIT




revolt, the Suez crisis, the Cuban missile crisis, the Indonesian civil war, and the Soviet invasion of Czechoslovakia. ERA 9, 1B, 5

C&G 5 (9‐12)‐3b Identifying and summarizing the intended and unintended consequences of a conflict, event, or course of action.


Essential knowledge and skills Explain the ideologies of fascism and Nazism

and analyze how fascist and authoritarian regimes seized power and gained mass support in Italy, Germany, Spain, and Japan. ERA 8, 4A, 1

Academic vocabulary Authoritarianism Fascism Militarism Nazism Rise in dictators Totalitarianism

C&G 5 (9‐12)‐3c Using deliberation, negotiation, and compromise to plan and develop just solutions to problems (e.g., immigration, limited energy resources, nuclear threat) created when nations or groups act.


Essential knowledge and skills Explain how the League of Nations was

founded and assess its promise and limitations as a vehicle for achieving lasting peace. ERA 8, 3A, 1

Academic vocabulary League of Nations World War I

Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments



two column note taking 5‐3‐1 QAR Read around the text 7 stages of the Cold War

teacher materials aligned to ELA Common Core Standards



Movies History channel Websites http://www.history

ofwar.org/articles/wars_wwI.html

http://www.bbc.co.uk/history/worldwars/wwone/

http://www.pbs.org/greatwar/

http://www.firstworldwar.com/

www.howstuffworks.com

Summative Assessments (CSA)


Historical Perspectives/ RI History Strand HP 1: History is an account of human activities that is interpretive in nature.

Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by… HP 1 9‐12) –1 HP 1 (9‐12) –1a Formulating historical questions, obtaining, analyzing, evaluating historical primary and secondary print and non‐print sources (e.g., RI Constitution, art, oral history, writings of Elizabeth Buffum Chace).


Essential knowledge and skills Analyze the role of nationalism and

propaganda in mobilizing civilian populations in support of “total war.” ERA 8, 2B, 2

Academic vocabulary Propaganda World War I

TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Provides social studies best practices opportunities such as: investigating topics in

depth

RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials

ASSESSMENT NOTES Required Portfolio Task:

World War I Propaganda

Portfolio Task: Industrial Revolution

Suggested (see list on page five) World War I




UNIT




HP 1 (9‐12) –1b Explaining how historical facts and historical interpretations may be different, but are related (e.g., slavery in RI v. economic benefit to RI).




Academic vocabulary Propaganda World War I

HP 1 (9‐12) –1c Identifying, describing, or analyzing multiple perspectives on an historical trend or event (e.g., mill worker v. mill owners during Industrial Revolution in RI; separation of powers in RI government).


Essential knowledge and skills Identify the major characteristics of the

industrial revolution and compare industrial economies with other forms of economic organization. ERA 7, 2A, 2


Revolution Laborer Merchant Unions

HP 1 (9‐12) –1d Using technological tools in historical research.




Academic vocabulary Propaganda Total War World War I

exercising choice and responsibility by choosing their own topics for inquiry






Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


aligned to ELA Common Core Standards



Movies History channel Websites http://www.history

ofwar.org/articles/wars_wwI.html

http://www.bbc.co.uk/history/worldwars/wwone/

http://www.pbs.org/greatwar/

http://www.firstworldwar.com/


Propaganda poster

Historical Perspectives/ RI History Strand

Students interpret history as a series of connected events with multiple cause‐effect relationships, by… HP 1 (9‐12) –2

TEACHER NOTES Use formative assessment to guide instruction

RESOURCE NOTESSee resource list on page one Textbook

ASSESSMENT NOTES Required Common Task:

Imperialism




UNIT




HP 1: History is an account of human activities that is interpretive in nature.

HP 1 9‐12) –2a Explaining cause and effect relationships in order to sequence and summarize events, make connections between a series of events, or compare/contrast events.


Essential knowledge and skills Describe the unification of Germany and

Italy and analyze why these movements succeeded. ERA 7, 4A 3

Academic vocabulary “Blood and iron” Bismarck

nationalism Unification of Italy

and Germany HP 1 (9‐12) –2b Interpreting and constructing visual data (e.g., timelines, charts, graphs, flowchart, historical films, political cartoons) in order to explain historical continuity and change (e.g., timeline of Rhode Island’s path to Revolution: Why is Rhode Island first to declare independence, but last colony to ratify the Constitution?). Grade 9 ‐ World History II 1500 ‐ Present



Academic vocabulary Imperialism Social Darwinism White Mans Burden

Provide opportunities forindependent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments




World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards




Suggested (see list on page five)

Historical Perspectives/ RI History Strand HP 2: History is a chronicle of human activities, diverse people, and the societies they form.

Students connect the past with the present by… HP 2 (9‐12) –1 HP 2 (9‐12) –1a Explaining origins of major historical events (e.g., Industrial Revolution in Rhode Island).


TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work

RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997)


Exam Common Final

Exam




UNIT




Essential knowledge and skills Identify the major characteristics of the

industrial revolution and compare industrial economies with other forms of economic organization. ERA 7, 2A, 2


Revolution

HP 2 (9‐12) –1b Identifying and linking key ideas and concepts and their enduring implications (e.g., separation of church and state in Rhode Island).


Essential knowledge and skills Explain discontent among Europeans with

the late medieval Church and analyze the beliefs and ideas of the leading Protestant reformers. ERA 6, 2B 4

Academic vocabulary Protestant

Reformation Reformers: Luther,

Calvin, Henry VIII

HP 2 (7‐8) –1c Analyzing and evaluating how national and world events have impacted Rhode Island and how Rhode Island has impacted national and world events (e.g., women’s liberation movement; Commodore Matthew Perry of RI opens trade with Japan; Quonset Hut; slave trade).


Essential knowledge and skills Analyze Japan’s rapid industrialization,

technological advancement, and national integration in the late 19th and early 20th centuries. ERA 7, 5D, 5

Academic vocabulary Camador Perry Black Ships Festival Meiji Restoration Imperialism Japan

Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments




Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards




Common Formative Assessments (CFA)


Portfolio Tasks Suggested (see list on page five) A.P.P.A.R.T.S Martin Luther King


Students chronicle events and conditions by… HP 2 (9‐12) – 2 HP 2 (9‐12) – 2a Creating narratives based on a particular historical point of view (e.g., unemployed WWII vet, home front in WWII, oil refinery promoter, environmental activist in Rhode Island; slave or free black in Newport, slave holder, trader or investor).


Essential knowledge and skills Academic vocabulary

TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing

RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront


Industrial Revolution





UNIT




Analyze how and why the Nazi regime perpetrated a “war against the Jews” and describe the devastation suffered by Jews and other groups in the Nazi Holocaust. ERA 8, 4B, 3

Nazi Holocaust World War II

HP 2 (9‐12) – 2b Synthesizing information from multiple sources to formulate an historical interpretation (e.g., document‐based questions, quantitative data, material artifacts of RI).


Essential knowledge and skills Analyze the motives that impelled several

European powers to undertake imperial expansion against peoples of Africa, Southeast Asia, and China. ERA 7, 5C, 1

Academic vocabulary Imperialism

opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments




Magazine” and teacher materials aligned to ELA Common Core Standards


Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites http://www.socialst

udiesforkids.com/articles/worldhistory/dunkirkevacuation.htm


http://www.ushmm.org/wlc/en/?WT.srch=1&WT.mc_id=10003&gclid=CPKO‐ceGtrUCFUXf4AodNSwAFw


Students show understanding of change over time by… HP 2 (9‐12) – 3 HP 2 (9‐12) – 3a Tracing patterns chronologically in history to describe changes on domestic, social, or economic life (e.g., immigration trends, land use patterns, naval military history).


Essential knowledge and skills Explain how industrialization and

urbanization affected class distinctions, family life, and the daily working lives of men, women, and children. ERA 7, 2B, 2


Revolution Marxism Middle Class

TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring



Exam Common Final

Exam Common


Common Summative




UNIT




Urbanization HP 2 (9‐12) – 3b Documenting various groups (e.g., formal: non‐government organizations, religious; informal: family, clan) and their traditions that have remained constant over time (e.g., religious denomination, fishing industry, formal and informal design, town financial meeting, lotteries). Grade 9 ‐ World History II 1500 ‐ Present


Explain the financial, material, and human costs of the war and analyze its economic consequences for the Allies and the Axis powers. ERA 8, 3B, 5

Academic vocabulary Sudia Gandhi Cost System Untouchable Drama Brahmins

Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments








Assessments (CSA) Portfolio Tasks Suggested (see list on page five)

Historical Perspectives/ RI History Strand HP 3: The study of history helps us understand the present and shape the future.

Students demonstrate an understanding of how the past frames the present by… HP 3 (9‐12) –1 HP 3 (9‐12) –1a Gathering evidence of circumstances and factors contributing to contemporary problems (e.g., civil rights movement, sexual revolution). Grade 9 ‐ World History II 1500 ‐ Present


Current events

Academic vocabulary

HP 3 (9‐12) –1b Formulating a position or course of action on a current issue from a choice of carefully evaluated options, taking into account the historical underpinnings (e.g., casino issue and American Indian sovereignty; current national border debate and RI historical perspective).

TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share


Enjoy Global History


Exam Common Final

Exam Common



Portfolio Tasks Suggested (see list




UNIT





Essential knowledge and skills Current events

Academic vocabulary

Tiered assignments




Global History Document‐based Questions



on page five) Debate

Historical Perspectives/ RI History Strand HP 3: The study of history helps us understand the present and shape the future.

Students make personal connections in an historical context (e.g., source‐to‐source, source‐to‐self, source‐to‐world) by… HP 3 (9‐12) – 2 HP 3( 9‐12) – 2a Articulating an understanding of the meaning, implications, and impact of historical events on their lives today (e.g., closing of the Navy in Rhode Island at Quonset Point; volunteer army; ratification of RI Constitution; whaling industry, access to the shore, declining birth rates). Grade 9 ‐ World History II 1500 ‐ Present


Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “total war.” ERA 8, 2B, 2

Academic vocabulary Civilian Draft World War II

HP 3 (9‐12) – 2b Analyzing how an historical development (e.g., cycle of poverty or prosperity, low educational attainment, “Independent Man”) has contributed to current social, economic, or political patterns. Grade 9 ‐ World History II 1500 ‐ Present


Facilitates strategies of summarizing and paraphrasing



Technology


Exam Common Final

Exam Common







UNIT




Essential knowledge and skills Explain the leading ideas of Karl Marx and

analyze the impact of Marxist beliefs and programs on politics, industry, and labor relations in later 19th‐century Europe. ERA 7, 4B, 2

Academic vocabulary Bourgeois Communism Communist

Manifesto Karl Marx Proletariat

graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps

Movies History channel Websites http://www.socialst



Historical Perspectives/ RI History Strand HP 4: Historical events and human/natural phenomena impact and are influenced by ideas and beliefs.

Students demonstrate an understanding that geographic factors and shared past events affect human interactions and changes in civilizations by… HP 4 (9‐12) –1 HP 4 (9‐12) –1a Utilizing maps, graphs, and charts to draw conclusions on how societies historically were shaped and formalized. Grade 9 ‐ World History II 1500 ‐ Present



Academic vocabulary Imperialism Scramble for Africa

HP 4 (9‐12) –1b AAnalyzing conflict that is based on unresolved historical‐geographical differences (e.g., religious, racial, and socio‐economic). Grade 9 ‐ World History II 1500 ‐ Present


Assess the importance of nationalism as a source of tension and conflict in the Austro‐Hungarian and Ottoman empires. ERA 7, 4A, 4

Academic vocabulary Dual Monarchy



sequence organizers (chains, cycle), concept development (mind map),



Technology Computers LCD projectors Interactive boards T.V.


Imperialism Suggested (see list on page five)




UNIT




HP 4 (9‐12) –1c Citing historical evidence that geographic factors affected decision‐making by policy‐makers. Grade 9 ‐ World History II 1500 ‐ Present


Assess the importance of nationalism as a source of tension and conflict in the Austro‐Hungarian and Ottoman empires. ERA 7, 4A, 4

Academic vocabulary Dual Monarchy

compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


Materials Up‐dated maps


Historical Perspectives/ RI History Strand HP 4: Historical events and human/natural phenomena impact and are influenced by ideas and beliefs.

Students demonstrate an understanding that innovations, inventions, change, and expansion cause increased interaction among people (e.g., cooperation or conflict) by… HP 4 (9‐12) –2 HP 4 (9‐12) –2a Evaluating the effect of technology and innovation on promoting territorial expansion. Grade 9 ‐ World History II 1500 ‐ Present

Essential knowledge and skills Analyze the precipitating causes of the war

and the reasons for early German and Japanese victories. ERA 8, 4A, 5

Academic vocabulary Tanks World War II

HP 4 (9‐12) –2b Proving whether innovation and invention have been beneficial or detrimental to society. Grade 9 ‐ World History II 1500 ‐ Present


Explain connections among population growth, industrialization, and urbanization and evaluate the quality of life in early 19th‐century cities. ERA 2B, 1


Revolution Industrialism Urbanization



sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales),




Movies







UNIT




categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


History channel Websites http://www.socialst



Historical Perspectives/ RI History Strand HP 5: Human societies and cultures develop and change in response to human needs and wants.

Students demonstrate an understanding that a variety of factors affect cultural diversity within a society by… HP5 (9‐12) –1 HP5 (9‐12) –1a Identifying patterns of migration and evaluating their socio‐cultural impacts. HP5 (9‐12) –1b Investigating the role of demographic factors (gender, ethnicity, class) in creating cultural diversity in a society. Grade 9 ‐ World History II 1500 ‐ Present


Explain how industrialization and urbanization affected class distinctions, family life, and the daily working lives of men, women, and children. ERA 7, 2B, 2


Revolution Child Labor Women Unions

HP5 (9‐12) –1c Analyzing the contribution of diverse cultural elements (e.g., norms, beliefs, religions, ideologies, languages, cuisines). Grade 9 ‐ World History II 1500 ‐ Present













Common Tasks: Imperialism





UNIT






Students demonstrate an understanding that culture has affected how people in a society behave in relation to groups and their environment by… HP 5 (9‐12) – 2 HP5 (9‐12) –2a Analyzing how membership in particular cultural groups has affected civic engagement on the local, regional, and national level, citing evidence. Grade 9 ‐ World History II 1500 ‐ Present


Explain the ideologies of fascism and Nazism and analyze how fascist and authoritarian regimes seized power and gained mass support in Italy, Germany, Spain, and Japan. ERA 8, 4a, 1

Academic vocabulary Nazism Nazi Party

HP5 (9‐12) –2b Contrasting how cultural groups have conflicted over land use issues. Grade 9 ‐ World History II 1500 ‐ Present




HP5 (9‐12) –2c Evaluating how societies addressed environmental challenges in ways that shaped their cultural practices. Grade 9 ‐ World History II 1500 ‐ Present












ASSESSMENT NOTES Required Common Tasks:





UNIT





Various perspectives have led individuals and/or groups to interpret events or phenomena differently and with historical consequences by… HP 5 (9‐12) – 3 HP 5 (9‐12) – 3a Utilizing sources (e.g., primary documents, secondary sources, oral histories) to identify different historical narratives and perspectives about the same events. Grade 9 ‐ World History II 1500 ‐ Present HP 5 (9‐12) – 3b Describing how the historical perspectives of leaders and decision makers served to shape and influence public policy using primary sources as evidence.


Explain how the French Revolution developed from constitutional monarchy to democratic despotism to the Napoleonic empire. ERA 7, 1A, 3

Academic vocabulary Napoleon Napoleonic Code







Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites Napoleonic Code


Exam Common Final

Exam Common




Economics E1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance

Students demonstrate an understanding of basic economic concepts by… E 1 (9‐12) –1 E 1 (9‐12) –1a Applying the concept that choices involve trade‐offs in real world situations or historical contexts. Grade 9 ‐ World History II 1500 ‐ Present


Explain leading ideas of Social Darwinism and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C,1


TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring



Imperialism Common Tasks:






UNIT




E 1 (9‐12) –1b Applying the concept that economic choices often have long‐run intended and unintended consequences in real world situations and historical contexts. Grade 9 ‐ World History II 1500 ‐ Present


Explain how industrialization and urbanization affected class distinctions, family life, and the daily working lives of men, women, and children. ERA, 2B, 1


Revolution

E 1 (9‐12) –1c Evaluating historical and contemporary choices using marginal analysis. Grade 9 ‐ World History II 1500 ‐ Present


Analyze how the Depression contributed to the growth of socialist and communist movements and how it affected capitalist economic theory and practice in leading industrial powers in Western countries. ERA 8, 3E, 4

Academic vocabulary Depression

Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments








Economics E1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance

Students demonstrate an understanding that scarcity and abundance causes individuals to make economic choices by… E 1 (9‐12) –2 E 1 (9‐12) –2a Applying the concept that personal choices often have long‐run intended and unintended consequences using historical examples. Grade 9 ‐ World History II 1500 ‐ Present


Explain how the French Revolution developed from constitutional monarchy to democratic despotism to the Napoleonic empire. ERA 7, 1A, 3

Academic vocabulary French Revolution Guillotine

E 1 (9‐12) –2b Evaluating personal choices using a cost‐benefit analysis. Grade 9 ‐ World History II 1500 ‐ Present



Enjoy Global History Global History Document‐based



Suggested (see list on page five) CFA A.P.P.A.R.T.S




UNIT




Essential knowledge and skills Analyze relationships between the

expanding world market economy of the 16th through 18th centuries and the development of industrialization. ERA 7, 2A, 3

Academic vocabulary Industrial owners Technological

advances




Questions Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps


Economics Economics E1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance

Students demonstrate an understanding that societies develop different ways to deal with scarcity and abundance by… E 1 9‐12) –3 E 1 (9‐12) –3a Differentiating between subsistence, traditional, mixed, command, and market economies. Grade 9 ‐ World History II 1500 ‐ Present


Explain Leninist political ideology and how the Bolsheviks adapted Marxist ideas to conditions peculiar to Russia. ERA 8, 2C, 2

Academic vocabulary Command economy Russian Revolution

E 1 (9‐12) –3b Evaluating how societies differ in their management of the factors of production (land, labor, capital, and entrepreneurship). Grade 9 ‐ World History II 1500 ‐ Present


Evaluate ways in which popular faith in science, technology, and material progress affected attitudes toward war among European states. ERA 7, 2A, 3

Academic vocabulary Capitalism Entrepreneur Industrial

Revolution Communism Socialism



sequence organizers (chains, cycle), concept



Technology Computers LCD projectors Interactive boards


Exam Common Final

Exam Common







UNIT




Modern China

development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


T.V. Materials Up‐dated maps


Economics E2: Producers and consumers locally, nationally, and internally engage in the exchange of goods and services

Students demonstrate an understanding of the variety of ways producers and consumers exchange goods and services by… E 2 (9‐12) –1 E 2 (9‐12) –1a Analyzing the role of income, price, competition, profit, property rights, and specialization in the economy. Grade 9 ‐ World History II 1500 ‐ Present

Essential knowledge and skills Analyze relationships between the

expanding world market economy of the 16th through 18th centuries and the development of industrialization. ERA 7, 2A, 3


Revolution

E 2 (9‐12) –1b Analyzing the roles of supply and demand in an economy. Grade 9 ‐ World History II 1500 ‐ Present



Academic vocabulary Supply and demand Industrialization

competitions

E 2 (9‐12) –1c Analyzing local, regional, national, and global markets for goods and services. Grade 9 ‐ World History II 1500 ‐ Present



sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation





Exam Common Final

Exam Common







UNIT







organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)



Economics E2: Producers and consumers locally, nationally, and internally engage in the exchange of goods and services

Students analyze how Innovations and technology affects the exchange of goods and services by… E 2 (9‐12) – 2 E 2 (9‐12) – 2a investigating and synthesizing the role of technology in solving and/or creating economic issues of the past and present. Grade 9 ‐ World History II 1500 ‐ Present



Academic vocabulary Industrial revolution









Exam Common Final

Exam Common







UNIT





Economics E3: Individuals, institutions and governments have roles in economic systems

Students demonstrate an understanding of the interdependence created by economic decisions by… E 3 (9‐12) –1

E 3 (9‐12) –1a Identifying and evaluating the benefits and costs of alternative public policies and assess who enjoys the benefits and bears the costs). Grade 9 ‐ World History II 1500 ‐ Present




E 3 (9‐12) –1a Evaluating the government’s monetary and fiscal policies). Grade 9 ‐ World History II 1500 ‐ Present


Explain how the revolution affected French society, including religious institutions, social relations, education, marriage, family life, and the legal and political position of women. ERA 7, 1A, 5

Academic vocabulary Deficit French Revolution Marie Antoinette










Exam Common Final

Exam Common







UNIT




Economics E3: Individuals, institutions and governments have roles in economic systems

Students demonstrate an understanding of the role of government in a global economy by… E 3 (7‐8) – 2 E 3 (9‐12) – 2a Evaluating how policymakers encourage or discourage economic activity. Grade 9 ‐ World History II 1500 ‐ Present


Explain how commercial sugar production spread from the Mediterranean to the Americas and analyze why sugar, tobacco, and other crops grown in the Americas became so important in the world economy. ERA 6, 4B, 3


Academic vocabulary Mercantilism Adam Smith Industrial

Revolution

E 3 (9‐12) – 2b Interpreting source materials (e.g., media reports) about economic conditions and explain how these conditions influence decisions made by policy makers. Grade 9 ‐ World History II 1500 ‐ Present


Explain how commercial sugar production spread from the Mediterranean to the Americas and analyze why sugar, tobacco, and other crops grown in the Americas became so important in the world economy. ERA 6, 4B, 3

Academic vocabulary Mercantilism










Exam Common Final

Exam Common







UNIT




Geography G1: The World in Spatial Terms: Understanding and interpreting the organization of people, places, and environments on Earth’s surface provides an understanding of the world in Spatial terms

Students understand maps, globes, and other geographic tools and technologies by… G 1 (9‐12) –1 G 1 (9‐12) –1a Analyzing spatial patterns and synthesizing with other primary and secondary sources. Grade 9 ‐ World History II 1500 ‐ Present




G 1 (9‐12) –1b Analyzing the data from geographic technology (e.g., GPS and GIS) for research and application for problem solving. Grade 9 ‐ World History II 1500 ‐ Present


Academic vocabulary German Unification

G 1 (9‐12) –1c Analyzing how place shapes events and how places may be changed by events (e.g., historical, scientific). Grade 9 ‐ World History II 1500 ‐ Present




Revolution Great Britan U.S. Germany












Geography

Students interpret the characteristics and features of maps by… G 1 (9‐12)–2


RESOURCE NOTESSee resource list on page one Textbook


Industrial




UNIT




G1: The World in Spatial Terms: Understanding and interpreting the organization of people, places, and environments on Earth’s surface provides an understanding of the world in Spatial terms

G 1 (9‐12)–2a Evaluating the impact of topographical features on the development of societies. Grade 9 ‐ World History II 1500 ‐ Present



Academic vocabulary Industrialization

G 1 (9‐12)–2b Integrating visual information from maps with other sources (print & non‐print) to form a coherent understanding of an idea or event. Grade 9 ‐ World History II 1500 ‐ Present


Explain the major turning points of the war, and describe the principal theaters of conflict in Western Europe, Eastern Europe, the Soviet Union, North Africa, Asia, and the Pacific. ERA 8, 4B,1

Academic vocabulary German expansion World War II

Provide opportunities forindependent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments




World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards



Movies History channel Websites World War II

Interactive Power Point

Revolution Suggested (see list on page five)

Geography G2: Places and Regions: Physical and human characteristics (e.g. culture, experiences, etc.) influence places

Students understand the physical and human characteristics of places by… G 2 (9‐12) –1 G 2 (9‐12) –1a Evaluating how humans interact with physical environments to form past and present communities. Grade 9 ‐ World History II 1500 ‐ Present

Essential knowledge and skills Academic vocabulary


RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books,


Exam Common Final

Exam Common




UNIT




and regions Explain the major turning points of the war, and describe the principal theaters of conflict in Western Europe, Eastern Europe, the Soviet Union, North Africa, Asia, and the Pacific. ERA 8, 4B,1

Island hoping Pacific theater World War II




Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards






Geography G2: Places and Regions: Physical and human characteristics (e.g. culture, experiences, etc.) influence places and regions

Students distinguish between regions and places by… G 2 (9‐12) –2 G 2 (9‐12) –2a Analyzing and explaining how concepts of site and situation can explain the uniqueness of places. Grade 9 ‐ World History II 1500 ‐ Present



Academic vocabulary Napoleon Doomed March



sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories,



Technology Computers LCD projectors


Exam Common Final

Exam Common







UNIT




tree) relational organizers (fish bone, pie chart)


Interactive boards T.V. Materials Up‐dated maps

Websites

Geography G2: Places and Regions: Physical and human characteristics (e.g. culture, experiences, etc.) influence places and regions

Students understand different perspectives that individuals/groups have by… G 2 (9‐12) –3 G 2 (9‐12) –3a Evaluating the cultural and regional differences for potential bias from written or verbal sources. Grade 9 ‐ World History II 1500 ‐ Present











Websites


Imperialism Common Task



Geography

Students understand how geography contributes to how regions are defined / identified by… G 2 9‐12) –4

TEACHER NOTES Use formative assessment

RESOURCE NOTESSee resource list on page one

ASSESSMENT NOTES REQUIRED




UNIT




G2: Places and Regions: Physical and human characteristics (e.g. culture, experiences, etc.) influence places and regions

G 2 (9‐12) –4a Comparing and contrasting regional characteristics to understand human events. Grade 9 ‐ World History II 1500 ‐ Present




G 2 (9‐12) –4b Analyzing human and physical changes in regions over time and evaluating how the geographic context contributes to those changes. Grade 9 ‐ World History II 1500 ‐ Present


Explain connections among population growth, industrialization, and urbanization and evaluate the quality of life in early 19th‐century cities. ERA 7, 2B, 1

Academic vocabulary Industrialization Cities Urbanization Agricultural

revolution

to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments




Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards




COMMONASSESSMENTS Common Mid‐year

Exam Common Final

Exam Common




Geography G3: Human Systems: (Movement) Human systems and human movement affect and are affected by distribution of populations and resources, relationships (cooperation and conflict), and culture.

Students understand why people do/do not migrate by… G 3 (9‐12) –1 G 3 (9‐12) –1a Investigating the causes of major migrations and evaluating the impact on affected populations. Grade 9 ‐ World History II 1500 ‐ Present


Academic vocabulary

TEACHER NOTES Use formative assessment to guide instruction Facilitates strategies of summarizing and paraphrasing graphic organizers:

sequence organizers (chains, cycle), concept development (mind map), compare/contrast

RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and


Exam Common Final

Exam Common


Common




UNIT




organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


teacher materials aligned to ELA Common Core Standards



Summative Assessments (CSA)



Students understand the interrelationships of geography with resources by… G 3 (9‐12) –2 G 3 (9‐12) –2a Evaluating the environmental consequences of resource consumption. Grade 9 ‐ World History II 1500 ‐ Present




TEACHER NOTES Use formative assessment to guide instruction Facilitates strategies of summarizing and paraphrasing graphic organizers:





Technology Computers LCD projectors Interactive boards T.V.






UNIT




Materials Up‐dated maps Websites


Students understand how geography influences human settlement, cooperation or conflict by… G 3 (9‐12) –3 G 3 (9‐12) –3a Analyzing these relationships in a given historical or current example. Grade 9 ‐ World History II 1500 ‐ Present



Academic vocabulary Imperialism Protectorate










Geography G4: Environment and Society: Patterns emerge settle, modify, and interact on Earth’s surface to limit or

Students explain how humans depend on their environment by… G 4 (9‐12)‐1 G 4 (9‐12)‐1a Researching and reporting specific examples of how human dependence on the environment has impacted political, economic, and/or social decisions. . Grade 9 ‐ World History II 1500 ‐ Present

TEACHER NOTES Use formative assessment to guide instruction Facilitates strategies of summarizing and paraphrasing

RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997)






UNIT




promote human activities.




graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards



Geography G4: Environment and Society: Patterns emerge settle, modify, and interact on Earth’s surface to limit or promote human activities.

Students explain how humans react or adapt to an ever‐changing physical environment by… G 4 (9‐12)‐2 G 4 (9‐12)‐2a Examining a specific case study of how a society reacted or adapting to a physical environmental change and argue opposing solutions. Grade 9 ‐ World History II 1500 ‐ Present



Academic vocabulary Agricultural

revolution Population Industrialization

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments


sequence organizers (chains, cycle), concept development (mind map),



Technology


Exam Common Final

Exam Common







UNIT




compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps


Geography G4: Environment and Society: Patterns emerge settle, modify, and interact on Earth’s surface to limit or promote human activities.

Students explain how human actions modify the physical environment by… G 4 (9‐12) –3 G 4 (9‐12) –3a Analyzing the relationship between human action and the environment over time, using researched evidence. Grade 9 ‐ World History II 1500 ‐ Present


Assess the effects of the discovery of diamonds and gold in South Africa on political and race relations among British colonial authorities, Afrikaners, and Africans. ERA 7, 5E, 5

Academic vocabulary Imperialism Leopold

G 4 (9‐12) –3b Comparing and contrasting the physical, social, and economic impacts to suit and satisfy human needs. Grade 9 ‐ World History II 1500 ‐ Present






sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales),




Movies






UNIT




categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


History channel Websites

COMMON CORE LITERACY Reading

Key Ideas and Details

(RH)

Students RH.9‐10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9‐10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.9‐10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

TEACHER NOTES 3‐2‐1 A Text coding A.P.P.A.R.T.S. Accountable talk Graphic organizers Power notes Text coding Text composition






Exam Common Final

Exam Common




COMMON CORE LITERACY

Students

TEACHER NOTES

RESOURCE NOTESSee resource list on

ASSESSMENT NOTES




UNIT




Reading Craft and Structure

(RH)

RH.9‐10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. RH.9‐10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH. 9‐10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

A.P.P.A.R.T.S. Graphic organizers Power notes Summarize/note‐taking Think‐pair‐share Turn and talk Visual illustrations

page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards




REQUIRED COMMON ASSESSMENTS Common Mid‐year

Exam Common Final

Exam Common





Integration of Knowledge and Ideas

(RH)

Students RH. 9‐10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH. 9‐10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims. RH. 9‐10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

TEACHER NOTES Graphic organizers Graphs and charts Thematic maps Venn diagrams

RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA


Exam Common Final

Exam Common






UNIT




Common Core Standards





Range of Reading (RH)

Students RH. 9‐10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

TEACHER NOTES





Exam Common Final

Exam Common







UNIT




Websites

COMMON CORE LITERACY Writing

Text Types and Purposes

Arguments Information

Students WHST. 9‐10.1 Write arguments focused on discipline‐specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline‐appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument

presented. WHST. 9‐10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain‐specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

TEACHER NOTES






Exam Common Final

Exam Common







UNIT




COMMON CORE

LITERACY Writing

Production and Distribution (WHST)

Students WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.. WHST9‐10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST.9‐10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

TEACHER NOTES




ASSESSMENT NOTES Common Mid‐year

Exam Common Final

Exam Common





Research to Build and Present Knowledge

(WHST)

Students WHST.6‐8.7 Conduct short as well as more sustained research projects to answer a question (including a self‐ generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.6‐8.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST.6‐8.9 Draw evidence from informational texts to support analysis, reflection, and research.

TEACHER NOTES



Exam Common Final

Exam Common



Portfolio Tasks




UNIT









Range of Writing (WHST

Students WHST.6‐8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.

TEACHER NOTES



Technology Computers LCD projectors Interactive boards T.V. Materials


Exam Common Final

Exam Common







UNIT




Up‐dated maps Websites