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Secondary Social Studies Focused Units of Study 8/2014 High School World History 1 The School Board of Broward County, Florida Instruction and Interventions: Literacy Secondary Social Studies: Focused Unit of Study Grade Level and Course Title: Grades 9-12, World History Course Number: 2109310/2109320 Course Description with Standards: http://www.cpalms.org/Public/PreviewCourse/Preview/663 The grade 9-12 World History course consists of the following content area strands: World History, Geography and Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations. Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note- taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects). Mathematics Benchmark Guidance - Social Studies instruction should include opportunities for students to interpret and create representations of historical events and concepts using mathematical tables, charts, and graphs. Instructional Practices Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning: 1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex. 2. Making close reading and rereading of texts central to lessons. 3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments. 4. Requiring students to support answers with evidence from the text. 5. Providing extensive text-based research and writing opportunities (claims and evidence).

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Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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The School Board of Broward County, Florida Instruction and Interventions: Literacy

Secondary Social Studies: Focused Unit of Study  

Grade Level and Course Title: Grades 9-12, World History  

Course Number: 2109310/2109320  

 Course Description with Standards: http://www.cpalms.org/Public/PreviewCourse/Preview/663 The grade 9-12 World History course consists of the following content area strands: World History, Geography and Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations. Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects). Mathematics Benchmark Guidance - Social Studies instruction should include opportunities for students to interpret and create representations of historical events and concepts using mathematical tables, charts, and graphs. Instructional Practices Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex. 2. Making close reading and rereading of texts central to lessons. 3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments. 4. Requiring students to support answers with evidence from the text. 5. Providing extensive text-based research and writing opportunities (claims and evidence).

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Please note the following important general information regarding the District Secondary Social Studies Focused Units of Study Guides: • The Guides outline the required curriculum for core social studies courses, grades 6-12, in Broward County Public Schools. • Social Studies Focused Units of Study Guides have been developed for all required social studies courses at the middle and high school levels. • The Social Studies Focused Units of Study Guides serve as a resource for secondary social studies teachers, when planning instruction. • The Focused Units of Study Guides outline a sequence in which the grade level or course objectives may be taught. • The Guides provide an outline of when instruction should occur. Specifically, the Guides are divided into 9 week segments and provide an

estimate of the amount of time needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.

Each Social Studies Focused Units of Study Guide is divided into the following headings/categories to assist teachers in developing lesson plans: • Grade Level or Course Title: The grade level and course title are listed in the heading of each page. • Course Code: The Florida Department of Education Course Code is listed for the course. • Quarter/Nine Week: Grading Period - Grading periods (1-4) are identified. • Essential Content: This section provides a list of content/topics and sub topics to be addressed during instruction. • NGSSS-SS Standards and Benchmarks: This section lists the required instructional Standards and Benchmarks that are related to the particular

topic. • Instructional Resources: This section provides suggested resources to assist the teacher in developing engaging lessons and pedagogically sound

instructional practices. This section also identifies specific lessons located in BEEP that support the topic identified • Formative and Alternative Assessment: Examples of formative and alternative assessments. Middle School Civics and High School U.S. History

require students to take a BAT and optional mini BATs are provided. • English Language Learner (ELL) Instructional Strategies:

http://esol.browardschools.com/index.php?option=com_content&view=article&id=29713&Itemid=44567&activeMenu=44567 • Exceptional Student Education (ESE) Instructional Strategies: http://www.broward.k12.fl.us/studentsupport/ese/html/teacher_resource.html • NGSSS-SS Access Points for Students with Cognitive Disabilities can be found on CPALMS.org). * Social Studies Benchmarks: DOK levels reflect those assigned by the School Board of Broward County. At this time, the State of Florida Department of Education has not assigned any DOK levels to Social Studies Standards. ** Florida State Standards: DOK levels are those that have seen assigned by the State of Florida Department of Education.

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Florida State Standards: The Florida State Standards Literacy in History/Social Studies Grades 9-10 (Reading, Writing, Listening, and Speaking) can be found at the end of this Focused Units of Study Guide. All of these standards must be integrated throughout the curriculum. A Florida State Standards Implementation Guide to support this course can be found on BEEP.  

Quarter 1 Timeframe (by month)

Content Standards and Benchmarks Instructional Resources

Formative & Alternative Assessments

August Connecting With the Past: What is a civilization? • Mesopotamia • Ancient Egypt • Ancient Greece • Ancient Rome • Ancient China Byzantine Empire: • Growth of Byzantium • Detail of the Fall of

Byzantium • Iconoclast Controversy Ottoman Turks: • Climate for the rise of

the Ottoman Turks • Sulyeman

SS.912.W.1.1 Use timelines to establish cause and affect relationships of historical events. (DOK Level 2)* SS.912.W.1.3 Interpret and evaluate primary and secondary sources. (DOK Level 3)* SS.912.W.1.4 Explain how historians use historical inquiry and other sciences to understand the past. (DOK Level 1)* SS.912.W.1.5 Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography). (DOK Level 2)* SS.912.W.1.6 Evaluate the role of history in shaping identity and character. (DOK Level 3)* SS.912.W.2.1 Locate the extent of Byzantine territory at the height of

Textbook: World History, Pearson 2013 BEEP Lessons: • UP01 LP001 • UP01 LP 002 • UP01 LP 003 • UP01 LP 004 • UP01 LP 005 • UP01 LP 006 • UP01 LP 007 • UP01 LP 008 • UP01 LP 009 Free websites: • World History resources from

NHD: http://www.nhd.org/WorldHistoryPrimarySources.htm

• World History Sources: http://chnm.gmu.edu/worldhistorysources/whmfinding.php

• Ancient History Sourcebook: http://www.fordham.edu/Halsall/ancient/asbook.asp

Chapter tests Close reading Alternative assessments: • Multimedia

presentations • Websites • Socratic seminar • Visual

representations • Poem/song • Newscast • Role play • Simulation • Debate • Children’s story • Pamphlet • Guide book or

instruction manual DBQ

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 1 Timeframe (by month)

Content Standards and Benchmarks Instructional Resources

Formative & Alternative Assessments

the empire. (DOK Level 1)* SS.912.W.2.2 Describe the impact of Constantine the Great's establishment of "New Rome" (Constantinople) and his recognition of Christianity as a legal religion. (DOK Level 1)* SS.912.W.2.3 Analyze the extent to which the Byzantine Empire was a continuation of the old Roman Empire and in what ways it was a departure. (DOK Level 2)* SS.912.W.2.4 Identify key figures associated with the Byzantine Empire. (DOK Level 1)* SS.912.W.2.5 Explain the contributions of the Byzantine Empire. (DOK Level 1)* SS.912.W.2.6 Describe the causes and effects of the Iconoclast controversy of the 8th and 9th centuries and the 11th century Christian schism between the churches of Constantinople and Rome. (DOK Level 1)*

• World History Matters: http://worldhistorymatters.org

• Rubistar for Teachers (free rubric creator): http://rubistar.4teachers.org

• Free website creator: http://www.weebly.com

• Prezi Presentations: http://prezi.com

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 1 Timeframe (by month)

Content Standards and Benchmarks Instructional Resources

Formative & Alternative Assessments

SS.912.W.2.7 Analyze causes (Justinian's Plague, ongoing attacks from the "barbarians," the Crusades, and internal political turmoil) of the decline of the Byzantine Empire. (DOK Level 2)* SS.912.W.2.8 Describe the rise of the Ottoman Turks, the conquest of Constantinople in 1453, and the subsequent growth of the Ottoman empire under the sultanate including Mehmet the Conqueror and Suleyman the Magnificent. (DOK Level 1)* SS.912.W.2.9 Analyze the impact of the collapse of the Western Roman Empire on Europe. (DOK Level 3)* SS.912.W.2.15 Determine the factors that contributed to the growth of a modern economy. (DOK Level 2)*

September

Medieval Europe: • Collapse of Western

Rome • Early Middle Ages • Feudalism • Changing of National

SS.912.W.1.1 Use timelines to establish cause and effect relationships of historical events. (DOK Level 2)* SS.912.W.1.3 Interpret and evaluate

Textbook: World History, Pearson 2013 BEEP Lessons: • UP01 LP 010 • UP01 LP 011 • UP01 LP 012

Chapter tests Close reading Alternative assessments: • Multimedia

presentations

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 1 Timeframe (by month)

Content Standards and Benchmarks Instructional Resources

Formative & Alternative Assessments

Identity • 100 Years War • Black Plague • Great Schism • Magna Carta Medieval Japan: • Medieval Japan • Medieval China • Medieval Korea Muslim Civilization: • Rise of Islam • Islamic Golden Age • Monotheism • Islamic Expansion • Mughal India

primary and secondary sources. (DOK Level 3)* SS.912.W.1.4 Explain how historians use historical inquiry and other sciences to understand the past. (DOK Level 1)* SS.912.W.1.6 Evaluate the role of history in shaping identity and character. . (DOK Level 3)* SS.912.W.2.9 Analyze the impact of the collapse of the Western Roman Empire on Europe. (DOK Level 3)* SS.912.W.2.10 Describe the orders of medieval social hierarchy, the changing role of the Church, the emergence of feudalism, and the development of private property as a distinguishing feature of Western Civilization. (DOK Level 1)* SS.912.W.2.11 Describe the rise and achievements of significant rulers in medieval Europe. (DOK Level 1)* SS.912.W.2.12 Recognize the importance of Christian monasteries and convents as centers of

• UP01 LP 013 • UP01 LP 014 • UP01 LP 015 • UP01 LP 016 • UP02 LP 017 • UP02 LP 018 • UP02 LP 019 • UP02 LP 020 • UP02 LP 021

Free websites: • World History resources from

NHD: http://www.nhd.org/WorldHistoryPrimarySources.htm

• World History Sources: http://chnm.gmu.edu/worldhistorysources/whmfinding.php

• Ancient History Sourcebook: http://www.fordham.edu/Halsall/ancient/asbook.asp

• World History Matters: http://worldhistorymatters.org

• Rubistar for Teachers (free rubric creator): http://rubistar.4teachers.org

• Free website creator: http://www.weebly.com

• Prezi Presentations: http://prezi.com

• Websites • Socratic seminar • Visual

representations • Poem/song • Newscast • Role play • Simulation • Debate • Children’s story • Pamphlet • Guide book or

instruction manual DBQ

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 1 Timeframe (by month)

Content Standards and Benchmarks Instructional Resources

Formative & Alternative Assessments

education, charitable and missionary activity, economic productivity, and political power. (DOK Level 1)* SS.912.W.2.13 Explain how Western civilization arose from a synthesis of classical Greco-Roman civilization, Judeo-Christian influence, and the cultures of northern European peoples promoting a cultural unity in Europe. (DOK Level 1)* SS.912.W.2.14 Describe the causes and effects of the Great Famine of 1315-1316, The Black Death, The Great Schism of 1378, and the Hundred Years War on Western Europe. (DOK Level 2)* SS.912.W.2.15 Determine the factors that contributed to the growth of a modern economy. (DOK Level 2)* SS.912.W.2.16 Trace the growth and development of national identify in England, France, and Spain. (DOK Level 1)* SS.912.W.2.17 Identify key figures,

Special Events: • Constitution Day, September

17th • Celebrate Freedom Week (last

week of September) • Hispanic Heritage Month

(September to October)

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 1 Timeframe (by month)

Content Standards and Benchmarks Instructional Resources

Formative & Alternative Assessments

artistic, and intellectual achievements of the medieval period in Western Europe. (DOK Level 1)* SS.912.W.2.18 Describe developments in medieval English legal and constitutional history and their importance to the rise of modern democratic institutions and procedures. (DOK Level 1)* SS.912.W.2.19 Describe the impact of Japan's physiography on its economic and political development. (DOK Level 1)* SS.912.W.2.20 Summarize the major cultural, economic, political, and religious developments in medieval Japan. (DOK Level 2)* SS.912.W.2.21 Compare Japanese feudalism with Western European feudalism during the Middle Ages. (DOK Level 2)* SS.912.W.2.22 Describe Japan's cultural and economic relationship to China and Korea. (DOK Level 1)*

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 1 Timeframe (by month)

Content Standards and Benchmarks Instructional Resources

Formative & Alternative Assessments

SS.912.W.3.1 Discuss significant people and beliefs associated with Islam. (DOK Level 1)* SS.912.W.3.2 Compare the major beliefs and principles of Judaism, Christianity, and Islam. (DOK Level 2)*

SS.912.W.3.3 Determine the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula. (DOK Level 2)* SS.912.W.3.4 Describe the expansion of Islam into India and the relationship between Muslims and Hindus. (DOK Level 1)* SS.912.W.3.5 Describe the achievements, contributions, and key figures associated with the Islamic Golden Age. (DOK Level 1)* SS.912.W.3.3 Determine the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula. (DOK Level 2)*

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 1 Timeframe (by month)

Content Standards and Benchmarks Instructional Resources

Formative & Alternative Assessments

SS.912.W.3.6 Describe key economic, political, and social developments in Islamic history. (DOK Level 1)*

October

Crusades: • Christian Viewpoint • Muslim Viewpoint • Frederick II • Kemal • Children’s Crusade Kingdoms of Africa: • Ghana • Mali • Songhai • East Africa Mesoamerica and Andean South America: • Olmecs • Aztec • Maya • Inca • Spanish Conquest

SS.912.W.1.2 Compare time measurement systems used by different cultures. (DOK Level 2)* SS.912.W.1.4 Explain how historians use historical inquiry and other sciences to understand the past. (DOK Level 1)* SS.912.W.1.3 Interpret and evaluate primary and secondary sources. (DOK Level 3)* SS.912.W.1.5 Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography). (DOK Level 2)* SS.912.W.1.6 Evaluate the role of history in shaping identity and character. . (DOK Level 3)* SS.912.W.3.6 Describe key economic, political, and social developments in Islamic history.

Textbook: World History, Pearson 2013 BEEP Lessons: • UP02 LP 022 • UP02 LP 023 • UP02 LP 024 • UP02 LP 025 • UP02 LP 026 • UP02 LP 027 • UP02 LP 028 • UP02 LP 029 • UP02 LP 030 • UP02 LP 031 • UP02 LP 032 • UP02 LP 033 • UP02 LP 034 • UP02 LP 035 Free websites: • World History resources from

NHD: http://www.nhd.org/WorldHistoryPrimarySources.htm

• World History Sources:

Chapter tests Close reading Alternative assessments: • Multimedia

presentations • Websites • Socratic seminar • Visual

representations • Poem/song • Newscast • Role play • Simulation • Debate • Children’s story • Pamphlet • Guide book or

instruction manual DBQ

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 1 Timeframe (by month)

Content Standards and Benchmarks Instructional Resources

Formative & Alternative Assessments

(DOK Level 1)* SS.912.W.3.7 Analyze the causes, key events, and effects of the European response to Islamic expansion beginning in the 7th century. (DOK Level 2)* SS.912.W.3.8 Identify important figures associated with the Crusades. (DOK Level 1)* SS.912.W.3.9 Trace the growth of major sub-Saharan African kingdoms and empires. (DOK Level 1)* SS.912.W.3.10 Identify key significant economic, political, and social characteristics of Ghana. (DOK Level 1)* SS.912.W.3.11 Identify key figures and significant economic, political, and social characteristics associated with Mali. (DOK Level 1)* SS.912.W.3.12 Identify key figures and significant economic, political, and social characteristics associated with Songhai. (DOK Level 1)*

http://chnm.gmu.edu/worldhistorysources/whmfinding.php

• Ancient History Sourcebook: http://www.fordham.edu/Halsall/ancient/asbook.asp

• World History Matters: http://worldhistorymatters.org

• Rubistar for Teachers (free rubric creator): http://rubistar.4teachers.org

• Free website creator: http://www.weebly.com

• Prezi Presentations: http://prezi.com

Special Events: • Hispanic Heritage Month

(September to October)

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 1 Timeframe (by month)

Content Standards and Benchmarks Instructional Resources

Formative & Alternative Assessments

SS.912.W.3.13 Compare economic, political, and social developments in East, West, and South Africa. (DOK Level 2)* SS.912.W.3.14 Examine the internal and external factors that led to the fall of the empires of Ghana, Mali, and Songhai. (DOK Level 3)* SS.912.W.3.15 Analyze the legacies of the Olmec, Zapotec, and Chavin on later Meso and South American civilizations. (DOK Level 2)* SS.912.W.3.16 Locate major civilizations of Mesoamerica and Andean South America. (DOK Level 1)* SS.912.W.3.17 Describe the roles of people in the Maya, Inca, and Aztec societies. (DOK Level 1)* SS.912.W.3.18 Compare the key economic, cultural, and political characteristics of the major civilizations of Meso and South America. (DOK Level 2)* SS.912.W.3.19 Determine the

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 1 Timeframe (by month)

Content Standards and Benchmarks Instructional Resources

Formative & Alternative Assessments

impact of significant Meso and South American rulers such as Pacal the Great, Moctezuma I, and Huayna Capac. (DOK Level 2)*

 

Quarter 2

Timeframe (by month)

Content Standards and Benchmarks   Instructional Resources

Formative & Alternative Assessments

November

European Renaissance and Reformation: • Humanism • City-states • Role of the Catholic

Church • Scientific Revolution • Protestant Reformation • English Reformation • Catholic-Counter

Reformation • Puritanism Age of European Exploration: • Spanish Conquistadors • Age of Discovery • Columbia Exchange

SS.912.W.1.1 Use timelines to establish cause and effect relationships of historical events. (DOK Level 2)* SS.912.W.1.3 Interpret and evaluate primary and secondary sources. (DOK Level 3)* SS.912.W.4.1 Identify the economic and political causes for the rise of the Italian city-states (Florence, Milan, Naples, Rome, Venice). (DOK Level 1)* SS.912.W.4.2 Recognize major influences on the architectural, artistic, and literary developments of

Textbook: World History, Pearson 2013 BEEP Lessons: • UP03 LP 036 • UP03 LP 037 • UP03 LP 038 • UP03 LP 039 • UP03 LP 040 • UP03 LP 041 • UP03 LP 042 • UP03 LP 043 • UP03 LP 044 • UP03 LP 045 • UP03 LP 046 • UP03 LP 047 • UP03 LP 048 • UP03 LP 049

Chapter tests Close reading Alternative assessments: • Multimedia

presentations • Websites • Socratic seminar • Visual

representations • Poem/song • Newscast • Role play • Simulation • Debate • Children’s story • Pamphlet • Guide book or

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 2 Timeframe (by month)

Content Standards and Benchmarks   Instructional Resources

Formative & Alternative Assessments

Renaissance Italy (Classical, Byzantine, Islamic, Western European). (DOK Level 1)* SS.912.W.4.3 Identify the major artistic, literary, and technological contributions of individuals during the Renaissance. (DOK Level 1)* SS.912.W.4.4 Identify characteristics of Renaissance humanism in works of art. (DOK Level 1)* SS.912.W.4.5 Describe how ideas from the Middle Ages and Renaissance led to the Scientific Revolution. (DOK Level 2)* SS.912.W.4.6 Describe how scientific theories and methods of the Scientific Revolution challenged those of the early classical and medieval periods. (DOK Level 1)* SS.912.W.4.7 Identify criticisms of the Roman Catholic Church by individuals such as Wycliffe, Hus and Erasmus and their impact on later reformers. (DOK Level 1)*

• UP03 LP 050 • UP03 LP 051 • UP03 LP 052 • UP03 LP 053 • UP03 LP 054 • UP03 LP 055

Free websites: • World History resources from

NHD: http://www.nhd.org/WorldHistoryPrimarySources.htm

• World History Sources: http://chnm.gmu.edu/worldhistorysources/whmfinding.php

• Ancient History Sourcebook: http://www.fordham.edu/Halsall/ancient/asbook.asp

• World History Matters: http://worldhistorymatters.org

• Rubistar for Teachers (free rubric creator): http://rubistar.4teachers.org

• Free website creator: http://www.weebly.com

• Prezi Presentations: http://prezi.com

Special Events: • Veteran’s Day

instruction manual DBQ

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 2 Timeframe (by month)

Content Standards and Benchmarks   Instructional Resources

Formative & Alternative Assessments

SS.912.W.4.8 Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry VIII, and John of Leyden and the effects of the Reformation on Europe. (DOK Level 2)* SS.912.W.4.9 Analyze the Roman Catholic Church's response to the Protestant Reformation in the forms of the Counter and Catholic Reformation. (DOK Level 2)* SS.912.W.4.10 Identify the major contributions of individuals associated with the Scientific Revolution. (DOK Level 1)* SS.912.W.4.11 Summarize the causes that led to the Age of Exploration, and identify major voyages and sponsors. (DOK Level 2)* SS.912.W.4.12 Evaluate the scope and impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas. (DOK Level 3)*

December Slavery: • The Atlantic Slave

SS.912.W.1.3 Interpret and evaluate primary and secondary sources.

Textbook: World History, Pearson 2013

Chapter tests Close reading

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 2 Timeframe (by month)

Content Standards and Benchmarks   Instructional Resources

Formative & Alternative Assessments

Trade • Modern Slavery The Age of Absolutism: • Thirty Years War • Parliament in England • Rise of Austria and

Prussia • Monarchy in Russia

(DOK Level 3)* SS.912.W.4.14 Recognize the practice of slavery and other forms of forced labor experienced during the 13th through 17th centuries in East Africa, West Africa, Europe, Southwest Asia, and the Americas. (DOK Level 1)* SS.912.W.4.15 Explain the origins, developments, and impact of the trans-Atlantic slave trade between West Africa and the Americas. (DOK Level 1)* SS.912.W.5.1 Compare the causes and effects of the development of constitutional monarchy in England with those of the development of absolute monarchy in France, Spain, and Russia. (DOK Level 2)* SS.912.W.5.2 Identify major causes of the Enlightenment. (DOK Level 1)*

BEEP Lessons: • UP04 LP 056 • UP04 LP 057 • UP04 LP 058 • UP04 LP 059 • UP04 LP 060 • UP04 LP 061 • UP04 LP 062 • UP04 LP 063 Free Websites: • World History resources from

NHD: http://www.nhd.org/WorldHistoryPrimarySources.htm

• World History Sources: http://chnm.gmu.edu/worldhistorysources/whmfinding.php

• Ancient History Sourcebook: http://www.fordham.edu/Halsall/ancient/asbook.asp

• World History Matters: http://worldhistorymatters.org

• Rubistar for Teachers (free rubric creator): http://rubistar.4teachers.org

• Free website creator: http://www.weebly.com

• Prezi Presentations:

Alternative assessments: • Multimedia

presentations • Websites • Socratic seminar • Visual

representations • Poem/song • Newscast • Role play • Simulation • Debate • Children’s story • Pamphlet • Guide book or

instruction manual DBQ

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 2 Timeframe (by month)

Content Standards and Benchmarks   Instructional Resources

Formative & Alternative Assessments

http://prezi.com

Special Events: • Bill of Rights Day, December

15th  

Quarter 3 Timeframe (by month)

Content Standards and Benchmarks   Instructional Resources

Formative & Alternative Assessments

January The Enlightenment: • Philosophers • The American

Revolution • The French Revolution • Napoleon The Industrial Revolution: • Agricultural Revolution • Inventions • Spread of the Industrial

Revolution • Children’s Rights • Women’s Rights • Liberalism • Romanticism • Marxism • Social Theories

SS.912.W.1.1 Use timelines to establish cause and effect relationships of historical events. (DOK Level 2)* SS.912.W.1.3 Interpret and evaluate primary and secondary sources. (DOK Level 3)* SS.912.W.1.6 Evaluate the role of history in shaping identity and character. . (DOK Level 3)* SS.912.W.4.7 Identify criticisms of the Roman Catholic Church by individuals such as Wycliffe, Hus and Erasmus and their impact on later reformers. (DOK Level 1)*

Textbook: World History, Pearson 2013 BEEP Lessons: • UP04 LP 064 • UP04 LP 065 • UP04 LP 066 • UP04 LP 067 • UP04 LP 068 • UP04 LP 069 • UP04 LP 070 • UP04 LP 071 • UP04 LP 072 • UP04 LP 073 • UP04 LP 074 • UP04 LP 075 • UP05 LP 076 • UP05 LP 077

Chapter tests Close reading Alternative assessments: • Multimedia

presentations • Websites • Socratic seminar • Visual

representations • Poem/song • Newscast • Role play • Simulation • Debate • Children’s story • Pamphlet • Guide book or

instruction manual

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Quarter 3 Timeframe (by month)

Content Standards and Benchmarks   Instructional Resources

Formative & Alternative Assessments

SS.912.W.4.8 Summarize religious reforms associated with Luther, Calvin, Zwingli, Henry VIII, and John of Leyden and the effects of the Reformation on Europe. (DOK Level 2)* SS.912.W.5.3 Summarize the major ideas of Enlightenment philosophers. (DOK Level 2)* SS.912.W.5.4 Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world. (DOK Level 2)* SS.912.W.5.5 Analyze the extent to which the Enlightenment impacted the American and French Revolutions. (DOK Level 2)* SS.912.W.5.6 Summarize the important causes, events, and effects of the French Revolution including the rise and rule of Napoleon. (DOK Level 2)* SS.912.W.6.1 Describe the agricultural and technological innovations that led to

• UP05 LP 078 • UP05 LP 079 • UP05 LP 080 • UP05 LP 081 • UP05 LP 082 • UP05 LP 083 • UP05 LP 084 Free websites: • World History resources from

NHD: http://www.nhd.org/WorldHistoryPrimarySources.htm

• World History Sources: http://chnm.gmu.edu/worldhistorysources/whmfinding.php

• Ancient History Sourcebook: http://www.fordham.edu/Halsall/ancient/asbook.asp

• World History Matters: http://worldhistorymatters.org

• Rubistar for Teachers (free rubric creator): http://rubistar.4teachers.org

• Free website creator: http://www.weebly.com

• Prezi Presentations: http://prezi.com

DBQ

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

19  

Quarter 3 Timeframe (by month)

Content Standards and Benchmarks   Instructional Resources

Formative & Alternative Assessments

industrialization in Great Britain and its subsequent spread to continental Europe, the United States, and Japan. (DOK Level 1)* SS.912.W.6.2 Summarize the social and economic effects of the Industrial Revolution. (DOK Level 2)* SS.912.W.6.3 Compare the philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen, and Karl Marx. (DOK Level 2)*

February

Age of Ideologies: • Concert of Europe • Revolutions of 1848 • Nationalism • Congress of Vienna • Radicals • Napoleon III • Metternich • Balance of Power • Berlin Conference of

1884 • Scramble for Africa • The Haitian Rebellion

SS.912.W.1.3 Interpret and evaluate primary and secondary sources. (DOK Level 3)* SS.912.W.1.6 Evaluate the role of history in shaping identity and character. . (DOK Level 3)* SS.912.W.5.7 Describe the causes and effects of 19th Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L' Ouverture. (DOK Level 2)*

Textbook: World History, Pearson 2013 BEEP Lessons: • UP05 LP 085 • UP05 LP 086 • UP05 LP 087 • UP05 LP 088 • UP05 LP 089 • UP05 LP 090 • UP05 LP 091 • UP05 LP 092 • UP05 LP 093

Chapter tests Close reading Alternative assessments: • Multimedia

presentations • Websites • Socratic seminar • Visual

representations • Poem/song • Newscast • Role play

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

20  

Quarter 3 Timeframe (by month)

Content Standards and Benchmarks   Instructional Resources

Formative & Alternative Assessments

• The Colonial Independence Movements

Nationalism and Imperialism: • Italian Unification • German Unification • European Imperialism • Taiping Rebellion China: • The Ming Dynasty • The Mongolians • Zheng He

SS.912.W.6.4 Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America. (DOK Level 2)* SS.912.W.6.5 Summarize the causes, key events, and effects of the unification of Italy and Germany. (DOK Level 2)* SS.912.W.6.6 Analyze the causes and effects of imperialism. (DOK Level 3)*

• UP05 LP 094 • UP05 LP 095 • UP06 LP 096 • UP06 LP 097 • UP06 LP 098 • UP06 LP 099 • UP06 LP 100 Free websites: • World History resources from

NHD: http://www.nhd.org/WorldHistoryPrimarySources.htm

• World History Sources: http://chnm.gmu.edu/worldhistorysources/whmfinding.php

• Ancient History Sourcebook: http://www.fordham.edu/Halsall/ancient/asbook.asp

• World History Matters: http://worldhistorymatters.org

• Rubistar for Teachers (free rubric creator): http://rubistar.4teachers.org

• Free website creator: http://www.weebly.com

• Prezi Presentations: http://prezi.com

Special Events:

• Simulation • Debate • Children’s story • Pamphlet • Guide book or

instruction manual DBQ

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

21  

Quarter 3 Timeframe (by month)

Content Standards and Benchmarks   Instructional Resources

Formative & Alternative Assessments

• Black History Month • President’s Day

March European Imperialism and Asia: • Sun Yat-sen • Sino-Japanese War • Open Door Policy • Boxer

Uprising/Rebellion • Manchu • 100 Days Reform • Japan and Imperialism • Meiji Restoration • Russo-Japanese War World War I: • Entente • Black Hand • Nationalism • The Russian Revolution • Leninism • The Treaty of Versailles • The League of Nations World War II: • Stalinism

SS.912.W.1.3 Interpret and evaluate primary and secondary sources. (DOK Level 3)* SS.912.W.6.4 Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America. (DOK Level 1)* SS.912.W.6.6 Analyze the causes and effects of imperialism. (DOK Level 2)* SS.912.W.6.7 Identify major events in China during the 19th and early 20th centuries related to imperialism. (DOK Level 1)* SS.912.W.7.1 Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism. (DOK Level 2)* SS.912.W.7.2 Describe the changing

Textbook: World History, Pearson 2013 BEEP Lessons: • UP06 LP 101 • UP06 LP 102 • UP06 LP 103 • UP06 LP 104 • UP06 LP 105 • UP06 LP 106 • UP06 LP 107 • UP06 LP 108 • UP06 LP 109 • UP06 LP 110 • UP06 LP 111 • UP06  LP  112  • UP07  LP  113  • UP07  LP  114  • UP07  LP  115  • UP07  LP  116  

Free websites: • World History resources from

NHD: http://www.nhd.org/WorldHistoryPrimarySources.htm

Chapter tests Close reading Alternative assessments: • Multimedia

presentations • Websites • Socratic seminar • Visual

representations • Poem/song • Newscast • Role play • Simulation • Debate • Children’s story • Pamphlet • Guide book or

instruction manual DBQ

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

22  

Quarter 3 Timeframe (by month)

Content Standards and Benchmarks   Instructional Resources

Formative & Alternative Assessments

nature of warfare during World War I. (DOK Level 1)* SS.912.W.7.3 Summarize significant effects of World War I. (DOK Level 1)* SS.912.W.7.4 Describe the causes and effects of the German economic crisis of the 1920s and the global depression of the 1930s, and analyze how governments responded to the Great Depression. (DOK Level 2)* SS.912.W.7.5 Describe the rise of authoritarian governments in the Soviet Union, Italy, Germany, and Spain, and analyze the policies and main ideas of Vladimir Lenin, Joseph Stalin, Benito Mussolini, Adolf Hitler, and Francisco Franco. (DOK Level 1)* SS.912.W.7.7 Trace the causes and key events related to World War II. (DOK Level 1)* SS.912.W.7.8 Explain the causes, events, and effects of the Holocaust (1933-1945) including its roots in the long tradition of anti-Semitism,

• World History Sources: http://chnm.gmu.edu/worldhistorysources/whmfinding.php

• Ancient History Sourcebook: http://www.fordham.edu/Halsall/ancient/asbook.asp

• World History Matters: http://worldhistorymatters.org

• Rubistar for Teachers (free rubric creator): http://rubistar.4teachers.org

• Free website creator: http://www.weebly.com

• Prezi Presentations: http://prezi.com

Special Events: • Women’s History month

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

23  

Quarter 3 Timeframe (by month)

Content Standards and Benchmarks   Instructional Resources

Formative & Alternative Assessments

19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims. (DOK Level 1)*

     

Quarter 4 Timeframe (by month)  

Content   Standards and Benchmarks   Instructional Resources  

Formative & Alternative Assessments  

April   World War II (con’t): • Mussolini • Weimar Republic • Nazism • Fascism • Holocaust • Pearl Harbor • D-Day • Teheran Conference • Malta Conference • Yalta Conference • Potsdam Conference Early Cold War: • UN • NATO • Marshall Plan • Mao Zedong

SS.912.W.1.1 Use timelines to establish cause and effect relationships of historical events. (DOK Level 2)* SS.912.W.1.3 Interpret and evaluate primary and secondary sources. (DOK Level 3)* SS.912.W.1.5 Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography). (DOK Level 2)* SS.912.W.7.7 Trace the causes and key events related to World War II. (DOK Level 1)*

Textbook:  World History, Pearson 2013  BEEP  Lessons:  • UP07  LP  117  • UP07  LP  118  • UP07  LP  119  • UP07  LP  120  • UP07  LP  121  • UP07  LP  122  • UP07  LP  123  • UP07  LP  124  • UP07  LP  125  • UP07  LP  126  • UP07  LP  127  • UP07  LP  128  • UP07  LP  129  • UP07  LP  130  

Chapter tests Close reading Alternative assessments: • Multimedia

presentations • Websites • Socratic seminar • Visual

representations • Poem/song • Newscast • Role play • Simulation • Debate • Children’s story • Pamphlet • Guide book or

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

24  

Quarter 4 Timeframe (by month)  

Content   Standards and Benchmarks   Instructional Resources  

Formative & Alternative Assessments  

• Containment • Korean Conflict/War • Vietnam War • Cuban Revolution • Cuban Missile Crisis • Africa and the Cold War • Latin America and the

Cold War The Cold War: • Arab-Israeli Conflict • Suez Crisis

SS.912.W.7.8 Explain the causes, events, and effects of the Holocaust (1933-1945) including its roots in the long tradition of anti-Semitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims. (DOK Level 2)* SS.912.W.7.9 Identify the wartime strategy and post-war plans of the Allied leaders. (DOK Level 1)* SS.912.W.7.10 Summarize the causes and effects of President Truman's decision to drop the atomic bombs on Japan. (DOK Level 2)* SS.912.W.7.11 Describe the effects of World War II. (DOK Level 1)* SS.912.W.8.1 Identify the United States and Soviet aligned states of Europe, and contrast their political and economic characteristics. (DOK Level 1)* SS.912.W.8.2 Describe characteristics of the early Cold War. (DOK Level 1)*

• UP07  LP  131  • UP07  LP  132  • UP08  LP  133  • UP08  LP  134  • UP08  LP  135    Free  websites:  • World History resources from

NHD: http://www.nhd.org/WorldHistoryPrimarySources.htm

• World History Sources: http://chnm.gmu.edu/worldhistorysources/whmfinding.php

• Ancient History Sourcebook: http://www.fordham.edu/Halsall/ancient/asbook.asp

• World History Matters: http://worldhistorymatters.org

• Rubistar for Teachers (free rubric creator): http://rubistar.4teachers.org

• Free website creator: http://www.weebly.com

• Prezi Presentations: http://prezi.com

 Special  Events:  • Holocaust  Remembrance  

month  

instruction manual DBQ  

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

25  

Quarter 4 Timeframe (by month)  

Content   Standards and Benchmarks   Instructional Resources  

Formative & Alternative Assessments  

SS.912.W.8.3 Summarize key developments in post-war China. (DOK Level 2)* SS.912.W.8.4 Summarize the causes and effects of the arms race and proxy wars in Africa, Asia, Latin America, and the Middle East. (DOK Level 2)* SS.912.W.8.5 Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe. (DOK Level 1)* SS.912.W.8.6 Explain the 20th century background for the establishment of the modern state of Israel in 1948 and the ongoing military and political conflicts between Israel and the Arab-Muslim world. (DOK Level 1)* SS.912.W.8.8 Describe the rise and goals of nationalist leaders in the post-war era and the impact of their rule on their societies. (DOK Level 1)* SS.912.W.8.10 Explain the impact of religious fundamentalism in the

 

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

26  

Quarter 4 Timeframe (by month)  

Content   Standards and Benchmarks   Instructional Resources  

Formative & Alternative Assessments  

last half of the 20th century, and identify related events and forces in the Middle East over the last several decades. (DOK Level 1)*

May   The Cold War: • Sino-Soviet Split • Nixon in China • Gorbachev’s Reforms • Fall of the Soviet Union Post-Cold War: • Nationalist Movements

and a fallen Soviet Union • Yugoslavian Collapse • Apartheid • Emerging Africa • Modern China • 9/11 • Globalization • Religious fundamentalism • Nuclear Treaties • Global Security

SS.912.W.1.1 Use timelines to establish cause and effect relationships of historical events. (DOK Level 2)* SS.912.W.1.3 Interpret and evaluate primary and secondary sources. (DOK Level 3)* SS.912.W.1.5 Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography). (DOK Level 2)* SS.912.W.8.5 Identify the factors that led to the decline and fall of communism in the Soviet Union and Eastern Europe. (DOK Level 1)* SS.912.W.8.7 Compare post-war independence movements in African, Asian, and Caribbean countries. (DOK Level 2)* SS.912.W.8.8 Describe the rise and

Textbook:  World History, Pearson 2013  BEEP  Lessons:  • UP08  LP  136  • UP08  LP  137  • UP08  LP  138  • UP08  LP  139  • UP08  LP  140  • UP08  LP  141  • UP08  LP  142  • UP08  LP  143  • UP08  LP  144  • UP08  LP  145  • UP08  LP  146  • UP08  LP  147  • UP08  LP  148  • UP08  LP  149  • UP08  LP  150    Free  websites:  • World History resources from

NHD: http://www.nhd.org/WorldHistoryPrimarySources.htm

Chapter Tests Close reading Alternative assessments: • Multimedia

presentations • Websites • Socratic seminar • Visual

representations • Poem/song • Newscast • Role play • Simulation • Debate • Children’s story • Pamphlet • Guide book or

instruction manual DBQ  

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

27  

Quarter 4 Timeframe (by month)  

Content   Standards and Benchmarks   Instructional Resources  

Formative & Alternative Assessments  

goals of nationalist leaders in the post-war era and the impact of their rule on their societies. (DOK Level 1)* SS.912.W.8.9 Analyze the successes and failures of democratic reform movements in Africa, Asia, the Caribbean, and Latin America. (DOK Level 3)* SS.912.W.8.10 Explain the impact of religious fundamentalism in the last half of the 20th century, and identify related events and forces in the Middle East over the last several decades. (DOK Level 1)* SS.912.W.9.1 Identify major scientific figures and breakthroughs of the 20th century, and assess their impact on contemporary life. (DOK Level 1)* SS.912.W.9.2 Describe the causes and effects of post-World War II economic and demographic changes. (DOK Level 2)* SS.912.W.9.3 Explain cultural, historical, and economic factors and

• World History Sources: http://chnm.gmu.edu/worldhistorysources/whmfinding.php

• Ancient History Sourcebook: http://www.fordham.edu/Halsall/ancient/asbook.asp

• World History Matters: http://worldhistorymatters.org

• Rubistar for Teachers (free rubric creator): http://rubistar.4teachers.org

• Free website creator: http://www.weebly.com

• Prezi Presentations: http://prezi.com

Special Events: • Memorial  Day    

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

28  

Quarter 4 Timeframe (by month)  

Content   Standards and Benchmarks   Instructional Resources  

Formative & Alternative Assessments  

governmental policies that created the opportunities for ethnic cleansing or genocide in Cambodia, the Balkans, Rwanda, and Darfur, and describe various governmental and non-governmental responses to them. (DOK Level 1)* SS.912.W.9.4 Describe the causes and effects of twentieth century nationalist conflicts. (DOK Level 2)* SS.912.W.9.5 Assess the social and economic impact of pandemics on a global scale, particularly within the developing and under-developed world. (DOK Level 3)* SS.912.W.9.6 Analyze the rise of regional trade blocs such as the European Union and NAFTA, and predict the impact of increased globalization in the 20th and 21st centuries. (DOK Level 3)* SS.912.W.9.7 Describe the impact of and global response to international terrorism. (DOK Level 1)*

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

29  

Florida Standards for Literacy in History and Social Studies

Reading Writing Speaking and Listening-Grades 9-10 Key Ideas and Details: LAFS.910.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. . (DOK Level 2) LAFS.910.RH.1.2: 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. . (DOK Level 2) LAFS.910.RH.1.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. . (DOK Level 3)

Text Types and Purposes: LAFS.910.WHST.1.1: 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

Comprehension and Collaboration: LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d) Respond thoughtfully to diverse perspectives, summarize points of

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

30  

Reading Writing Speaking and Listening-Grades 9-10 argument presented. . (DOK Level 4)

LAFS.910.WHST.1.2: 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

agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (DOK Level 3)

LAFS.910.SL.1.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. . (DOK Level 3) LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. . (DOK Level 3)

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

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Reading Writing Speaking and Listening-Grades 9-10 section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). . (DOK Level 4)

Craft and Structure: LAFS.910.RH.2.4: 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 studies. . (DOK Level 2) LAFS.910.RH.2.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. . (DOK Level 3) LAFS.910.RH.2.6: 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. . (DOK Level 3)

Production and Distribution of Writing: LAFS.910.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. . (DOK Level 3) LAFS.910.WHST.2.5: 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. . (DOK Level 3) LAFS.910.WHST.2.6: 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. . (DOK Level 2)

Presentation of Knowledge and Ideas: LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. . (DOK Level 3) LAFS.910.SL.2.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. . (DOK Level 3) LAFS.910.SL.2.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.) . (DOK Level 2) Integration of Knowledge and Ideas:

LAFS.910.RH.3.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis

Research to Build and Present Knowledge: LAFS.910.WHST.3.7: Conduct short as well as more sustained research projects to answer a question

 

Secondary Social Studies Focused Units of Study 8/2014 High School World History  

32  

Reading Writing Speaking and Listening-Grades 9-10 in print or digital text. . (DOK Level 3) LAFS.910.RH.3.8: Assess the extent to which the reasoning and evidence in a text support the author’s claims. . (DOK Level 3) LAFS.910.RH.3.9: Compare and contrast treatments of the same topic in several primary and secondary sources. (DOK Level 3)

(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. . (DOK Level 4) LAFS.910.WHST.3.8: 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. . (DOK Level 4) LAFS.910.WHST.3.9: Draw evidence from informational texts to support analysis, reflection, and research. . (DOK Level 3)

Range of Reading and Level of Text Complexity: LAFS.910.RH.4.10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. . (DOK Level 2)

Range of Writing: LAFS.910.WHST.4.10: 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. . (DOK Level 3)