world history honors grade: 9 - elmwood park · pdf fileworld history honors grade: 9 ......

APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS

WORLD HISTORY HONORS

GRADE: 9

Credits: 5

ABSTRACT

This course presents an overview of World History from the Age of Global Encounters to the Modern Era. All major civilizations will be discussed with emphasis on historical, cultural, economic and geographical understanding. Included in this study will be coverage of the major forms of governments such as: monarchies, aristocracies, theocracies, socialism, communism, despotism and democracy. This course will include coverage of current events, enabling the students to make connections between the past and the present.

2 APPROVED BY BOARD OF EDUCATION AUGUST 28, 2012 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: (1st Marking Period)

Renaissance & Reformation

Age of Exploration &

Expansion

Age of Global Conections

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)

Social Studies 6.2.12.B.1.a 6.2.12.C.1.e 6.2.12.D.1.f

6.2.12.A.2.a-c 6.2.12.B.2.a

6.2.12.D.2.a,e Common Core RH.11-12.1-3 RH.11-12.10.

WHST.11-12.1-10 Technology

8.1 8.2

21st Century Life & Careers 9.1.12.A 9.1.12.B 9.1.12.C 9.1.12.E 9.3.12.C

Social Studies 6.2.12.B.1.a-b 6.2.12.C.1.b-d 6.2.12.D.1.a-e 6.2.12.B.2.b 6.2.12.D.2.b

Common Core RH.11-12.1-3 RH.11-12.10.


8.1 8.2


Social Studies 6.2.12.B.1.a 6.2.12.A.2.c

Common Core RH.11-12.1-3 RH.11-12.10.


8.1 8.2


ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

Decisions concerning the allocation and use of economic resources impact individuals and groups.

Scientific and technological developments affect people’s lives, the environment and transform

Global societies are diverse, creating varied perspectives, contributions, and challenges.





Expansion


Local, national, and international relationships are affected by economic transactions. Geography influences needs, culture, opportunities, choices, interests, and skills. Global societies are diverse, creating varied perspectives, contributions, and challenges. When various cultures make contact progress occurs.

societies. Progress is defined by cultural interpretation.

When various cultures make contact progress occurs. Decisions concerning the allocation and use of economic resources impact individuals and groups. Local, national, and international relationships are affected by economic transactions.

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

How do geography, climate, and natural resources affect the way people live and work? What are the benefits and challenges of a diverse society? How do the movements of people and ideas (cultural diffusion)

How does technological change and discovery affect people, places, and regions? How does who you are help determine your perception of progress? How do the various levels of technological development affect

What are the benefits and challenges of a diverse society? How do the movements of people and ideas (cultural diffusion) affect world history? What impact do regional and global trade networks have on





Expansion


affect world history? Do belief systems unite or divide people?

different cultures? world cultures, economies, governments, and societies? How are economic resources distributed? What impact does scarcity have on the production, distribution, and consumption of goods and services?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.]

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

• Students will engage in daily group discussions.

• Students will present finding and conclusions to the class in oral, written or multimedia format.

• Students will record and collect relevant data in personal journal

• Students will analyze, explain, and solve geographical, social, political, economic and cultural problems using maps, charts,













Expansion


graphs, written sources, supporting technologies, and other graphical representations.



OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Multimedia Reports • Tests/Quizzes • Writing • Rubrics • Written Reports • Student Surveys • DBQs



RESOURCES:

• Supplemental resources • (Sources Textbook) • Web Media • Primary and secondary

source documents


source documents

• Supplemental resources • (Sources Textbook) • Web Media • Primary and secondary source

documents

STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to

consider key design elements.





Expansion


SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Identify the social, political, economic, and cultural characteristics of the Middle Ages

• Analyze how and why the Renaissance began in a specific geographical location.

• Create a chronology displaying the cause and effect process of events of the Renaissance

• Assess the role of women in the Renaissance

• Determine the reasons for the development of literature, art and science in the Renaissance

• Analyze the development of the Reformation as an outgrowth of the Renaissance

• Compare and contrast Protestant sects and Catholic beliefs

• Examine the impact of Martin Luther’s Protestant Reformation upon the Catholic Church and their response during the Counter

• Identify the development of science and technology which ushered in an age of exploration

• Track the accomplishments of explorers

• Examine the Columbian Exchange & Triangular Trade

• Relate the Age of Exploration to the Commercial Revolution

• Analyze the term “balance of power”

• Understand Absolutism and the Rise of Absolute Monarchs in Europe.

• Analyze and compare the ways that slavery and other forms of coerced labor or social bondage were practiced in East Africa, West Africa, Southwest Asia, Europe, and the Americas.

• Explain the spatial-technological processes of cultural convergence (cultural adaptations over distances) and divergence (separating effects of cultural diffusion over

• Assess the impact of exploration on distant lands

• Predict the influence of European incursion in different cultures

• Determine the political and social conflict which arises from cultural diffusion and assimilation

• Compare and contrast the political development in Eastern Europe

• Compare and contrast the motivations for and methods by which various empires expanded.

• Discuss the major developments in Asia, Africa, and the Americas, including China during the Ming and Qing Dynasty, Japan during the Tokugawa Period, the influence of Islam in shaping the political and social structure in the Middle East, including the Ottoman empire.

• Analyze the historic movement patterns of people and their goods and their relationship to economic activity.

• Analyze the impact of human





Expansion


Reformation. • Analyze and predict the success

of the Counter Reformation

distances).

migration on physical and human systems.

• Analyze why places and regions are important factors to individual and social identity.

• Evaluate how human interaction with the physical environment shapes the features of places and regions.

• Analyze and assess the economic consequences of European expansion, including the role of the mercantilist economic theory, the commercial revolution, and the early growth of capitalism.

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction

• Analysis of data • Current events • Tiered Lessons • Flexible Grouping • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses







Expansion


will be used for ELL, SP.ED. and G&T students?)

• Conclusions and analysis of exploratory activities

• Research reports





*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.


UNIT: (2nd Marking Period)

Scientific Revolution &

The Enlightenment

Age of Political Revolutions

The Industrial Revolution



Social Studies 6.2.12.D.2.d 6.2.12.A.3.a

Common Core RH.11-12.1-3 RH.11-12.10.


8.1 8.2


Social Studies 6.2.12.A.3.a-f 6.2.12.D.3.a

Common Core RH.11-12.1-3 RH.11-12.10.


8.1 8.2


Social Studies 6.2.12.A.3.a-f

Common Core RH.11-12.1-3 RH.11-12.10.


8.1 8.2



People develop systems of power to manage conflict and create order. Power can be concentrated or delegated. Power can provide order and protection and power can

People develop systems to manage conflict and create order. Conflict resolution can involve aggression, compromise, cooperation, and change.

Scientific and technological developments affect people’s lives, the environment and transform societies. Progress is defined by cultural




The Enlightenment



misguided and abusive.

People respond to and resolve conflicts in a variety of ways.

interpretation.


How does scientific discovery and technological change affect people, places, and regions? What assumptions do different groups hold about power, authority, governance, and law? How does the individual influence world events? To what extent do the concepts of justice and human rights differ across time and place?

Is conflict inevitable? desirable? avoidable? What is worth fighting for? What is a revolution? Why do we have rules & laws; and what would happen if we didn’t? What happens in the absence of government?

Is new technology always better than that which it will replace? How do new technologies result in broader social change? How does who you are help determine your perception of progress? How do the various levels of technological development affect different cultures?



observations, etc.] PERFORMANCE TASKS: (Through what authentic performance







The Enlightenment



tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)



• Students will analyze, explain, and solve geographical, social, political, economic and cultural problems using maps, charts, graphs, written sources, supporting technologies, and other graphical representations.








• Reports • Tests/Quizzes • Writing • Rubrics • Written Reports • Student Surveys • DBQs



RESOURCES:


source documents


source documents


documents




The Enlightenment



STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.


Discuss the contributions of the Scientific Revolution to European society, including important discoveries in mathematics, physics, biology, and chemistry, and the significance of the scientific method advanced by Descartes and Bacon. Describe the early influences on the Scientific Revolution and the Enlightenment, including:

• Renaissance Humanism with

emphasis on human reason as opposed to total reliance on faith

• Medieval theology

• New global knowledge

Assess and chart the growth of the English Revolution and the strengthening of Parliament as a countervailing force to the monarchy and importance of the balance of powers, including the Glorius Revolution and the English Bill of Rights Discuss the causes and consequences of political revolutions in the late 18th and early 19th centuries, including: • The ideas and events that

shaped the French Revolution (e.g., monarchy vs. social ideals of liberty, equality, and

Analyze and assess how the Industrial Revolution, based on new manufacturing processes and the availability of labor, began the preeminence of Europe in the world economy. Delineate and evaluate the environmental impact of technological change in human history (e.g., printing press, electricity and electronics, automobiles, computer, and medical technology). Analyze the processes that change urban areas. Predict and Chart how the Industrial Revolution, based on new




The Enlightenment



• The use of reason and freedom

of inquiry as challenges to authoritarianism, including the works of Montesquieu, Locke, and Jefferson

fraternity; political beliefs and writings; development of the empire)

• The spread of revolutionary ideas through the Napoleonic period (e.g., Napoleonic Code)

• The emergence of a politically active middle class and the rise of ideologies which questioned class structure in many European countries contributing to socialism and communism

manufacturing processes and the availability of labor, began the preeminence of Europe in the world economy. Explain the concept of laissez-faire and the ideas of Adam Smith in Wealth of Nations through a narrative and debate.

CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?)

• Statistical analysis of data • Current events • Tiered Lessons • Flexible Grouping • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of

exploratory activities • Research reports








The Enlightenment




UNIT: (3rd Marking Period)

Industrial Revolution

& Rise of Nation-States

Imperialism, World War I, &

the Russian Revolution

The Inter-War Period & World

War II



Social Studies 6.2.12.B.3.a 6.2.12.D.3.b

Common Core RH.11-12.1-3 RH.11-12.10.


8.1 8.2


Social Studies 6.2.12.B.3.b

6.2.12.C.3.a-e 6.2.12.D.3.e 6.2.12.B.4.a

6.2.12.C.4.a-d 6.2.12.D.4.a-d

Common Core RH.11-12.1-3 RH.11-12.10.


8.1 8.2


Social Studies 6.2.12.A.4.a,c,d 6.2.12.B.4.b,d 6.2.12.C.4.a-d 6.2.12.D.4.a-i

Common Core RH.11-12.1-3 RH.11-12.10.


8.1 8.2


ENDURING UNDERSTANDINGS: The study of political, social and History involves interpretation; Knowledge of the past helps one








War II

(Students will Understand that . . .)

economic patterns reveals continuity and change over time.

historians can and do disagree. understand the present and make decisions about the future.


What assumptions do different groups hold about power, authority, governance, and law? How does the individual influence world events?

How has the interpretation of history changed? What should we do when primary sources disagree? Whom do we believe & why?

How does the evaluation of past events help us to make future decisions? How can we know if we weren’t there? How am I connected to those in the past? What defines a turning point?



observations, etc.]

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of














War II

understanding be judged?)











RESOURCES:


source documents


source documents


documents









War II



Discuss the global impacts of human modification of the physical environment (e.g., the built environment). Analyze how cooperation and conflict influence the control of economic, political, and social entities on Earth. Explain the causes and consequences of the rise of European nationalism, imperialism, and its effect on the European balance of power, particularly the unification of Italy and Germany Discuss events that shaped the social structure of Russia in the 19th and early 20th century, including: • Peasants, aristocracy, and

serfdom

Evaluate policies and programs related to the use of local, national and global resources. Define basic terms associated with international trade such as imports, exports, quotas, embargoes, tariffs, and free trade. Apply spatial thinking to understand the interrelationship of history, geography economics, and the environment, including domestic and international migrations, changing environmental preferences and settlement patterns, and frictions between populations. Evaluate international trade principles and policies. Analyze the causes and aftermath of World War I, including:

Use geographic tools and technologies to pose and answer questions about spatial distributions and patterns on Earth. Analyze the background and global consequences of actions leading to World War II, including: • The Great Depression, including

the Stock Market Crash of 1929, massive business and bank failures, and 12 million lost jobs

• The rise of totalitarian

governments in the Soviet Union, Germany, and Italy

• The fall of the democratic

Weimar Republic and the rise of Nazism and European anti-Semitism resulting in the Holocaust and its impact on Jewish life and culture and European society








War II

• Czarist reforms and the abolition of serfdom

• Relations with the Ottoman Empire

• Development of the Trans-Siberian railroad and other forms of modernization

• The growth of European nationalism and increased competition for resources and markets

• Technology and the changing

face of war • The Russian Revolutions of

1905 and 1917 and the creation of the Soviet Union (e.g., Lenin’s political ideology, Marxist economic policies, Stalin’s policies on industrialization)

• The League of Nations and the

effects of the Versailles Conference on Europe, Africa, Asia, and the Middle East

• Nationalism and propaganda • Disintegration of the Ottoman

Empire

• Other twentieth century

genocides, (e.g., Turkey/Armenia, Soviet forced collectivization in the Ukraine, Japan’s occupations in China and Korea)








War II

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)







*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.


UNIT: (4th Marking Period)

The Cold War Era

European Unity and Global

Systems

Global Issues & Comprehensive Research Paper



Social Studies 6.2.12.A.5.a-e 6.2.12.B.5.a-b 6.2.12.C.5.a-e

Common Core RH.11-12.1-3 RH.11-12.10.


8.1 8.2


Social Studies 6.2.12.C.5.f-g 6.2.12.A.6.a-b

Common Core RH.11-12.1-3 RH.11-12.10.


8.1 8.2


Common Core RH.11-12.1-3 RH.11-12.10.


8.1 8.2


People respond to and resolve conflicts in a variety of ways.

People are affected by environmental, economic, social, cultural, and civic concerns. Collaboration is necessary in order

Examining social and civic issues helps to expand one’s understanding of the world, its people, and themselves.



The Cold War Era


Systems


to be an effective learner and citizen. Recognizing a diversity of viewpoints benefits all.

Analytical questioning creates a purpose for research.


Can an individual make a difference in history? Why do people fight? Is conflict inevitable? desirable? avoidable? What is worth fighting for? What is a revolution?

How do the beliefs and values of a diverse culture affect individuals and society? Why do individuals choose to work together? What role does conflict play in collaboration? How do my personal decisions and actions affect others? How does the consideration of different viewpoints influence how one thinks and acts?

What are the consequences if I do not accept my personal responsibilities to my community? How do my actions impact others in my community? How can I impact social change? Does ongoing scholarship change the worldview? Why do I research?



observations, etc.]



The Cold War Era


Systems


PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)














• Reports • Tests/Quizzes • Writing • Rubrics • Written Reports • Student Surveys • DBQs • Use maps of physical and





The Cold War Era


Systems


human characteristics of the world to answer complex geographical questions.



RESOURCES:


source documents


source documents


documents




Analyze the transition from wartime alliances to new patterns of global conflict and cooperation, and the reconstruction of Europe and Asia, including: • The origin and major

developments of the Cold War

Analyze the development and effects of multinational corporations on trade, employment, and the environment. Assess the growth of a worldwide economy of interdependent regions and the development of a dynamic new world order of increasingly

Create and present a research paper on an assigned historical topic. Evaluate the paradoxes and promises of the 21st century, including:

• Technological growth

• Economic imbalance and



The Cold War Era


Systems


• Communist takeover in China, Korea, and Vietnam and the creation of NATO, SEATO, and CENTO

• The formation, structure, and purpose of the United Nations

• The Truman Doctrine and the Marshall Plan

• The growth and decline of Communism in Eastern Europe

• The rise of nationalism and the beginning of nation-building movements in Africa, Latin America, and Asia

• The international arms race and nuclear proliferation

• The non-aligned nations during the Cold War as the voice of the Third World

interdependent regions, including NATO, the World Bank, the United Nations, the World Court, the North American Free Trade Compare and contrast the historical movement patterns of people and goods in the world, United States, and New Jersey and analyze the basis for increasing global interdependence. Analyze global political, economic, and social changes in the 21st century, including: • The war in Iraq

• Growth of a world economy with

the information, technological, and communications revolutions

• The oil crisis and impact of oil producing countries on world economy

social inequalities among the world’s people

• New patterns of world

migration shaped by international labor demands

• Global market, economy,

trade, and communications

• Rapid population growth and increasing urbanization

• The growth of terrorism as a

means of warfare

• Democratic reform Analyze the human need for respect for and informed management of all resources (sustainability), including human populations, energy, air, land, and water to insure that the earth will support future generations. Describe how and why historical and



The Cold War Era


Systems


Apply historical analysis to explain global political, economic, and social changes in the 20th century, including: • Growth and adaptation of

Communism in China

• Japan’s economic and political transformation and growth of East Asian economies

• Conflicts in Eastern Europe and the Middle East

• The Israel/Palestine conflict

• The impact of Gandhi and the nonviolence movement

• Apartheid and South Africa

• The development of Third World

nations

cultural knowledge can help to improve present and future environmental maintenance. Analyze examples of changes in the physical environment that have altered the capacity of the environment to support human activity, including pollution, salinization, deforestation, species extinction, population growth, and natural disasters. Discuss the importance of maintaining biodiversity. Analyze the effects of both physical and human changes in ecosystems, such as acid rain, ozone layer, carbon-dioxide levels, and clean water issues. Assess relationships between soil, climate, plant, and animal life and how this impacts the distribution of ecosystems. Analyze and compare the functions



The Cold War Era


Systems


and spatial arrangements of cities both locally and globally. Discuss the application of geographic tools and supporting technologies, such as GIS, GPS, the Internet, and CD databases.

CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?)







world history honors grade: 9 - elmwood park · pdf fileworld history honors grade: 9 ......

Documents