Greeley /Evans School District #6
Transcript of Greeley /Evans School District #6
Greeley /Evans School District #6
World Studies Curriculum Guide 2016-2017
Unit Titles Unit Length
The Renaissance, Reformation, and Enlightenment 4 weeks
The French Revolution 3 weeks
The Industrial Revolution 3 weeks
Imperialism 3 weeks
World War I 3 weeks
Weld County School District 6 Social Studies Curriculum Alignment
Social studies instruction in Weld County School District 6 will prepare students to become productive, active, educated citizens who understand the
importance of our nation's democratic society and the decisions made and sacrifices required to protect the foundational elements of our society; equality,
liberty, and justice. Student understanding of these aspects will rely upon approaches that present social studies as a discipline of inquiry and
analysis. Students will be expected to partake in the active process of asking good questions about the past, finding and analyzing sources, and drawing
conclusions supported by evidence. (Mandell, 3) Through this process, Greeley Evans District 6 students will see social studies as a disciplinary way of thinking
that encourages them to analyze historical evidence, evaluate it, and then demonstrate their understanding of that evidence. (Mandell, 1) Instruction within
Weld County School District 6 will also develop student’s social science disciplinary literacy skills. Students will become familiar with the processes of using
both primary and secondary sources to evaluate and synthesize historical evidence in order to ask and answer questions about the past that will lead to their
ability to better understand and participate in the world around them through literacy skills of reading, discussing, and writing in analytical, explanatory, and
argumentative modes. (Schmoker, 39)
Social studies is essential to understanding the complexity of the world. It provides the context and understanding of how humans interact with each
other and with the environment over time. It offers the crucial knowledge needed to create a framework for understanding the systems of society. (Colorado,
2) To meet these expectations, Weld County School District 6 social studies instructional designs are based on the frame works of the Colorado Academic
Social Studies Standards.
Students attending District 6 schools will develop the following grade level expectations in high school to prepare them in their development to meet the
prepared graduate expectations of the Colorado Academic Standards.
History:
1. The historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop
interpretations defended by evidence from a variety of primary and secondary sources
2. Analyze the key concepts of continuity and change, cause and effect, complexity, unity and diversity over time
3. The significance of ideas as powerful forces throughout history
Geography
1. Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions
2. Explain and interpret geographic variables that influence the interaction of people, places, and environments
3. The interconnected nature of the world, its people and places
Economics
1. Productive resources - natural, human, capital - are scarce; therefore choices are made about how individuals, businesses, governments, and
societies allocate these resources
2. Economic policies impact markets
3. Government and competition impact markets
4. Design, analyze, and apply a financial plan based on short- and long-term financial goals (PFL)
5. Analyze strategic spending, saving, and investment options to achieve the objectives of diversification, liquidity, income, and growth (PFL)
6. The components of personal credit to manage credit and debt (PFL)
7. Identify, develop, and evaluate risk-management strategies (PFL)
Civics
1. Research, formulate positions, and engage in appropriate civic participation to address local, state, or national issues or policies
2. Purposes of and limitations on the foundations, structures and functions of government
3. Analyze how public policy - domestic and foreign - is developed at the local, state, and national levels and compare how policy-making occurs in
other forms of government
Discipline Literacy: The Colorado Academic Standards for Social Studies identifies the following discipline literacy expectations for high school
students.
History 1: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and
develop interpretations defended by evidence
a. Evaluate a historical source for point of view and historical context (DOK 2-3)
b. Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources
located on the Internet, to support or reject hypotheses (DOK 1-3)
c. Construct and defend a written historical argument using relevant primary and secondary sources as evidence (DOK 1-4)
d. Differentiate between facts and historical interpretations, recognizing that a historian’s narrative reflects his or her judgment about the
significance of particular facts (DOK 2-3)
Geography 1: Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions
a. Gather data, make inferences and draw conclusions from maps and other visual representations (DOK 1-3)
b. Create and interpret various graphs, tables, charts, and thematic maps (DOK 1-3)
c. Analyze and present information using a variety of geographic tools and geographic findings in graphs, tables, charts, and thematic maps
(DOK 1-3)
d. Locate physical and human features and evaluate their implications for society (DOK 1-3)
Civics 1: Research, formulate positions, and engage in appropriate civic participation to address local, state, and national issues or policies
e. Critique various media sources for accuracy and perspective (DOK 2-3)
Civics 2: Purposes of and limitations on the foundations, structures and functions of government
e. Use media literacy skills to locate multiple valid sources of information regarding the foundations, structures, and functions of government
(DOK 1-3)
Development of Discipline Literacy in Social Sciences during high school: Students development of disciplinary literacy skills throughout the year
becomes more complex in analysis and communication of understanding of primary and secondary sources. Below is an example of what that
progression could look like.
Information Literacy – Effectively analyze primary and secondary sources, detect bias, use learning tools, including technology, and clearly
communicate thoughts using sound reasoning.
Constructing clear topic sentences
Effectively using textual evidence to support topic sentence
Developing a clear summary/commentary of a document working with evidence and topic sentence
Determining bias of a source
Determining intended audience of a source
Creating an evidence based argument
Evaluating multiple sources on a topic
Understanding the elements of primary vs. secondary sources and the types of insights they provide
Perfecting the final written response
Annotated Unit Template
Unit: Timeline: Enduring Concepts:
Title of unit establishing content topic Overarching concept that students will develop understanding throughout the
unit.
Central Historical Conceptual Understandings
Central historical concepts are organizing themes that provide students a focused approach to develop deep understanding of themselves, our
society, and the larger world around us.
Grade Level Expectations (GLE):
Expectations identified through the Colorado Academic Standards for Social Studies that articulate the knowledge and skills that indicate a student is
making progress toward being a prepared graduate.
Inquiry Question(s): (From the standards document):
The engaging, debatable, and over-arching questions that frame the unit. These are relevant, catch students’ interest, and guide students to think more
conceptually and abstractly (i.e., these questions will not have one “correct” answer)
Key Concepts and Vocabulary
Essential Vocab: Vocabulary critical to develop understanding of enduring concepts Supplemental Vocab: Supportive vocabulary that provides access to understanding key people, actions, principles, and decisions that played influential factors of the period.
Generalizations
My students will Understand that…
The essential and conceptual understandings in which two or more concepts are stated in a relationship and are supported by the critical content.
Generalizations represent the big/deep student understandings that build as result from the teaching of a unit; they transfer/apply across learning
experiences.
Critical Content:
My students will Know…
Key Skills:
My students will be able to (Do)…
The “locked in time and place” topics and factual information that
students must know in order to successful master the unit’s larger
understandings (generalizations)
The transferable skills (i.e., skills that are applicable across content areas) that
will be introduced and/or refined in order for students to successful master the
unit’s larger understandings (generalizations)
Assessments Suggested Resources and Instructional Activities
Suggested assessment approaches to measure
concept understanding and content literacy skill
development.
Resources
Suggested resources to support instructional development to provide critical content and skill
development.
Instructional Activities
Suggested instructional practices that develop student understandings of identified concepts,
generalizations, content, and disciplinary literacy skills.
Literacy Development
Sequential development of literacy skills that develops student abilities to access information and clearly communicate understandings of content related
to larger concepts.
Unit 1 Renaissance, Reformation, and Enlightenment: (4 weeks)
Suggested Big Idea How did Humanism represent the awakening of learning following the Middle Ages?
Analyze the change in societal and religious values that challenged the Catholic Church and brought about Reformation.
Analyze events that led Enlightenment scientists and thinkers to question old ideas and revolutionize the arts, religion, government and society.
Prepared Graduate
Competency
H.2. Analyze key historical periods and patterns of change over time within and across nations and cultures
G.2. Examine places and regions and the connections among them
C.2. Analyze origins, structure, and functions of governments and their impacts on societies and citizens
End of Unit Performance
Task
Unit 1 Building Common Assessment
Colorado Academic
Social Studies Priority
Standards
Colorado Academic
Social Studies
Supporting Standards
Disciplinary Skill
Development
Cross-Content
Connections
Complex Texts Vocabulary Writing Focus
H.2.a: Evaluate
continuity and change
over the course of world
history (DOK 1-3)
H. 3 (GLE): The
significance of ideas as
powerful forces
throughout history
G.3.a: Explain how the
uneven distribution of
resources in the world
can lead to conflict,
competition, or
cooperation among
nations, regions, and
cultural groups (DOK 1-
2)
C.2.a: Describe the
origins, purposes and
limitations of government
and include the
contribution of key
philosophers and
documents (DOK 1-2)
H.2.b: Investigate
causes and effects of
significant events in
world history (DOK 1-2)
H.2.c: Analyze the
complexity of events in
world history (DOK 2-3)
H.3.a: Discuss the
historical development
and impact of major
world religions and
philosophies. Topics to
include but not limited to
the Enlightenment
H.3.c: Evaluate the
historical development
and impact of political
thought, theory and
actions (DOK 1-3)
(DOK 1-3)
H.3.f: Describe and
analyze the historical
development and impact
of the arts and literature
on culture (DOK 1-3)
G.3.c: Explain how
migration of people and
movement of goods and
ideas can enrich cultures,
but also create tensions
(DOK 1-2)
C.2.b: Identify the
structure, function, and
roles of members of
government and their
Priority
H.1.c: Construct and
defend a written
historical argument
using relevant primary
and secondary sources
as evidence
(DOK 1-4)
Support
H.1.a: Evaluate a
historical source for
point of view and
historical context
(DOK 2-3)
H.1.d: Differentiate
between facts and
historical
interpretations,
recognizing that a
historian’s narrative
reflects his or her
judgment about the
significance of
particular facts
(DOK 2-3)
CCSS.ELA-
LITERACY.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.
CCSS.ELA-
LITERACY.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.
CCSS.ELA-
LITERACY.RH.9-10.8 Assess the extent to
which the reasoning and
evidence in a text support
the author's claims.
CCSS.ELA-
LITERACY.RH.9-10.9 Compare and contrast
treatments of the same
topic in several primary
and secondary sources.
Renaissance
Humanism
Secular
Patron
Perspective
Vernacular
Utopia
Printing Press Indulgence
Reformation
Lutheran
Protestant
Peace of Augsburg
Annul
Anglican
95 Theses
Reformation
Predestination
Calvinism
Theocracy
Presbyterian
Anabaptist
Catholic Reformation
Jesuits
Council of Trent
Geocentric theory
Scientific Revolution
Heliocentric theory
Scientific method
Enlightenment
Social Contract
Philosophe
Salon
Baroque
Neoclassical
Enlightened despot
CCSS.ELA-
LITERACY.WHST.9-
10.1.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.
CCSS.ELA-
LITERACY.WHST.9-
10.2.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
relationship to
democratic values (DOK
1-2)
C.2.c: Analyze and
explain the importance of
the principles of
democracy and the
inherent competition
among values. Values to
include but not be limited
to freedom and security,
individual rights and
common good, and rights
and responsibilities
(DOK 2-3)
C.2.d: Analyze the role
of the founding
documents and the
evolution of their
interpretation through
governmental action and
court cases. Documents
to include but not limited
to the United States
Constitution and the Bill
of Rights (DOK 2-3)
Declaration of
Independence
Checks and balances
Federal system
Bill of Rights
Unit: Timeline: Enduring Concepts:
The Renaissance, Reformation, and Enlightenment 4 week
Explain the causes and effects of the reawakening of learning during the Renaissance. Analyze the change in societal and religious values that challenged the Catholic Church and brought about Reformation. Analyze events that led Enlightenment scientists and thinkers to question old ideas and revolutionize the arts, religion, government and society.
Conceptual Understandings
The character of human societies have changed over time in their view of the individual, not only in terms of legal freedom or its denial, but also in terms
of values societies have placed on individual development or initiative.
Economic and technological developments have resulted in the quest to sustain and improve life across human society.
People’s understanding of themselves, their moral imperatives, and place in the universe has changed over time.
Political Theories and organizations have developed in the quest for effective order, power, and for just and humane relationships.
Grade Level Expectations (GLE):
History 1: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence History 2: The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time Geography 1: Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions. Geography 2: Explain and interpret geographic variables that influence the interactions of people, places and environments
Inquiry Question(s): (From the standards document):
History 1 (GLE) How does the point of view of the historian impact how history is interpreted? Why are historical questions important? How do historical thinkers use primary and secondary sources to formulate historical arguments? How might historical inquiry be used to make decisions on contemporary issues?
History 2 (GLE)
What impact have individuals had on history? How has culture defined civilization?
How does society decide what is important in history? What ideas have united people over time? How has diversity impacted the concept of change over time? History 3 (GLE) What if the belief “all men are created equal” did not exist? Which ideas provide the greatest insight to understanding a culture or nation’s history?
How have music, art, and literature reflected powerful ideas throughout history? How have philosophical and religious traditions affected the development of political institutions? How have scientific and technological developments affected societies? Geography 1 (GLE) What is the significance of spatial orientation, place, and location? How do the division and control of the physical, social, political, and cultural spaces on Earth cause cooperation or conflict? Geography 2 (GLE) Why do countries and cultures struggle to maintain spatial cohesiveness and national identity? What might happen if we thought locally and acted globally?
Generalizations
My students will Understand that…
Humanism and Enlightenment ideals led to the questioning and changes in art, society, religion, sciences, and government.
Essential Content:
My students will Know…
Key Skills:
My students will be able to (Do)…
I. TWB: Explain the conditions in Italy which gave rise to the
Renaissance
a. Italy: Birthplace of the Renaissance
1. Humanism
2. Secular
3. Patron
4. Perspective
b. Northern Renaissance
1. Utopia
2. Printing Press
3. Medici Family
4. Leonardo DaVinci
II. TLW: Analyze historical forces and religious issues that sparked
the Reformation.
a. Emergence of the Reformation
1. Indulgence
2. Reformation
3. Protestant
Evaluate a historical source for point of view and historical context H.1.a Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses H.1.b Differentiate between facts and historical interpretations, recognizing that a historian’s narrative reflects his or her judgment about the significance of particular facts H.1.d Evaluate continuity and change over the course of world history H.2.a Investigate causes and effects of significant events in world history H.2.b
4. 95 Theses
5. Lutheran
6. Peace of Augsburg
7. Annul
8. Anglican
b. The Reformation Continues
1. Predestination
2. Calvinism
3. Theocracy
III. Explain the Enlightenment's influence on American government
and ideals.
a. Scientific Revolution
1. Scientific Revolution
2. Geocentric Theory
3. Heliocentric Theory
b. Enlightenment in Europe
1. Enlightenment
2. Social Contract
3. Philosophe
c. Enlightenment Spreads
1. Salon
d. American Revolution
1. Declaration of Independence
2. Checks and Balances
3. Bill of Rights
Analyze the complexity of events in world history (DOK 2-3) H.2.c Examine and evaluate issues of unity and diversity in world history H.2.d
Investigate the historical development of and impact of major scientific and
technological innovations.
H.3.b
Evaluate the historical development and impact of political thought, theory
and actions
H.3.c
Gather data, make inferences and draw conclusions from maps and other visual representations G.1.a Create and interpret various graphs, tables, charts, and thematic maps G.1.b Apply geography skills to help investigate issues and justify possible resolutions involving people, places, and environments. G.2.a
Assessments Suggested Resources and Instructional Activities
Performance Tasks: Unit 1 Assessment Analyze primary and secondary sources Possible Writing Prompts: Explain how Renaissance ideas were expressed in the art of the time. Identify some of the important Renaissance artists and their achievements. Describe the origins of the Elizabethan Age and Elizabethan drama.
Resources Reading like a Historian: The Black Death, Martin Luther, Galileo Art: Last supper, David, Mona Lisa, school of Athens, etc. Crash Course History: Renaissance, Reformation, Independence Luther PBS movie, 95 Thesis reading 95 Thesis/ problems music video Thomas Moore: Utopia.
Explain how printing spread ideas. Analyze historical forces and religious issues that sparked the Reformation. Analyze the impact of Luther’s religious revolt. Explain the spread of the Protestant faith to England. Explain Calvin’s Protestant teachings. Describe the beliefs of other reformers and the roles of women in the Reformation. Summarize the legacy of the Reformation. Explain the circumstances that led to the Scientific Revolution. Explain the ideas of Hobbes and Locke and other Enlightenment philosophers. Describe the impact women had during the Enlightenment. Explain the legacy of the Enlightenment. Show how Enlightenment ideas reformed monarchies in Prussia, Austria, and Russia. Explain the Enlightenment’s influence on American government.
Historical Documents: Declaration of rights of Man, Declaration of Independence, Leviathan, Vindication of Rights of Women, The Prince excerpt, The Courtier, Leonardo Diaries, Cartoon History of the Universe Modern World History textbook and Supplements
Instructional Activities
Writing editorials or political cartoons Debate Classification Chart Jigsaw Journal Entries ACAPS (Author, Context, Audience, Purpose, Significance) P-A-G-E (Problem, Ask for information, Goals, Effects – Decision Making in U.S. History) Cornell Notes Cause/Effect Journal Interpreting Tables, Graphs, and Charts
Literacy Development
Critical Thinking and Reasoning – embedded throughout the course Information Literacy – Effectively analyze primary and secondary sources, detect bias, use learning tools, including technology, and clearly communicate thoughts using sound reasoning.
Past learning – topic sentences
Past learning – textual evidence to support topic sentence
Past learning – summary/commentary of document working with evidence and topic sentence
Past learning – determining bias of a source
UNIT FOCUS – Determining intended audience of a source
Unit 2 French Revolution: (3 weeks)
Suggested Big Idea Analyze the attempt and failure of the French people to create a revolution based off of Enlightenment ideas.
Prepared Graduate
Competency
H.2. Analyze key historical periods and patterns of change over time within and across nations and cultures
G.2. Examine places and regions and the connections among them
C.2. Analyze origins, structure, and functions of governments and their impacts on societies and citizens
End of Unit Performance
Task
Unit 2 Building Common Assessment
Colorado Academic
Social Studies Priority
Standards
Colorado Academic
Social Studies
Supporting Standards
Disciplinary Skill
Development
Cross-Content
Connections
Complex Texts Vocabulary Writing Focus
H.2.a: Evaluate
continuity and change
over the course of world
history (DOK 1-3)
H. 3 (GLE): The
significance of ideas as
powerful forces
throughout history
G.3.a: Explain how the
uneven distribution of
resources in the world can
lead to conflict,
competition, or
cooperation among
nations, regions, and
cultural groups (DOK 1-
2)
C.2.a: Describe the
origins, purposes and
limitations of government
and include the
contribution of key
philosophers and
documents (DOK 1-2)
C. 3.e: Illustrate how
various governments and
leaders interact and
evaluate how interactions
among nations affect
domestic and world
events (DOK 1-3)
H.2.b: Investigate
causes and effects of
significant events in
world history (DOK 1-2)
H.2.c: Analyze the
complexity of events in
world history (DOK 2-3)
H.3.c: Evaluate the
historical development
and impact of political
thought, theory and
actions (DOK 1-3)
G.3.c: Explain how
migration of people and
movement of goods and
ideas can enrich cultures,
but also create tensions
(DOK 1-2)
C.2.b: Identify the
structure, function, and
roles of members of
government and their
relationship to
democratic values (DOK
1-2)
C.2.c: Analyze and
explain the importance of
the principles of
democracy and the
inherent competition
among values. Values to
include but not be limited
to freedom and security,
individual rights and
common good, and rights
and responsibilities
(DOK 2-3)
Priority
H.1.c: Construct and
defend a written
historical argument
using relevant primary
and secondary sources
as evidence
(DOK 1-4)
Support
H.1.a: Evaluate a
historical source for
point of view and
historical context
(DOK 2-3)
H.1.d: Differentiate
between facts and
historical
interpretations,
recognizing that a
historian’s narrative
reflects his or her
judgment about the
significance of
particular facts
(DOK 2-3)
CCSS.ELA-
LITERACY.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.
CCSS.ELA-
LITERACY.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.
CCSS.ELA-
LITERACY.RH.9-10.8 Assess the extent to
which the reasoning and
evidence in a text support
the author's claims.
CCSS.ELA-
LITERACY.RH.9-10.9 Compare and contrast
treatments of the same
topic in several primary
and secondary sources.
Old Regime
1st, 2nd, 3rd Estates
Estates-General
The National Assembly
Limited Monarchy
Legislative Assembly
Coup d’état
Concordat
Napoleonic Code
Guillotine
Blockade
The Continental System
Scorched Earth
Guerillas
Balance of Power
Legitimacy
CCSS.ELA-
LITERACY.WHST.9-
10.1.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.
CCSS.ELA-
LITERACY.WHST.9-
10.2.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.2.d: Analyze the role
of the founding
documents and the
evolution of their
interpretation through
governmental action and
court cases. (DOK 2-3)
C.3.f: Compare and
contrast how different
systems of government
function (DOK 1-2)
Unit: Timeline: Enduring Concepts:
The French Revolution 3 weeks Analyze the attempt and failure of the French people to create a
revolution based off of Enlightenment ideas.
Conceptual Understandings
The character of human societies have changed over time in their view of the individual, not only in terms of legal freedom or its denial, but also in terms
of values societies have placed on individual development or initiative.
Economic and technological developments have resulted in the quest to sustain and improve life across human society.
People’s understanding of themselves, their moral imperatives, and place in the universe has changed over time.
Political Theories and organizations have developed in the quest for effective order, power, and for just and humane relationships.
Grade Level Expectations (GLE):
History 1: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence History 2: The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time History 3: The significance of ideas as powerful forces throughout history Geography 1: Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions. Geography 2: Explain and interpret geographic variables that influence the interactions of people, places and environments
Inquiry Question(s): (From the standards document):
History 1 (GLE) How does the point of view of the historian impact how history is interpreted? Why are historical questions important? How do historical thinkers use primary and secondary sources to formulate historical arguments? How might historical inquiry be used to make decisions on contemporary issues?
History 2 (GLE)
What impact have individuals had on history? How has culture defined civilization?
How does society decide what is important in history? What ideas have united people over time? How has diversity impacted the concept of change over time? History 3 (GLE) What if the belief “all men are created equal” did not exist?
Which ideas provide the greatest insight to understanding a culture or nation’s history? How have music, art, and literature reflected powerful ideas throughout history? How have philosophical and religious traditions affected the development of political institutions? How have scientific and technological developments affected societies? Geography 1 (GLE) What is the significance of spatial orientation, place, and location? How do the division and control of the physical, social, political, and cultural spaces on Earth cause cooperation or conflict? Geography 2 (GLE)
Why do countries and cultures struggle to maintain spatial cohesiveness and national identity? What might happen if we thought locally and acted globally?
Generalizations
My students will Understand that…
The power of Enlightenment ideals and how belief can lead to conflict and revolution.
Critical Content:
My students will Know…
Key Skills:
My students will be able to (Do)…
I. TLW: Summarize the factors that led to the French Revolution
a. French Revolution Begins
1. Old Regime
2. 1st, 2nd, 3rd, Estates
3. Marie Antoinette
4. Louis XVI
5. Estates General
6. National Assembly
7. Storming the Bastille
8. Great Fear
9. Tennis Court Oath
b. Revolution Brings Reform and Terror
1. Limited Monarchy
2. Legislative Assembly
3. Guillotine
4. Reign of Terror
Evaluate a historical source for point of view and historical context H.1.a Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses H.1.b Differentiate between facts and historical interpretations, recognizing that a historian’s narrative reflects his or her judgment about the significance of particular facts H.1.d Evaluate continuity and change over the course of world history H.2.a Investigate causes and effects of significant events in world history H.2.b
5. Maximilien Robspierre
6. Rights of Man
II. TLW: Explain how Napoleon Bonaparte came to power.
a. Napoleon’s rise to power
1. Napoleon Bonaparte
2. Coup d’état
3. Battle of Trafalgar
4. Napoleonic Code
5. Concordat
b. Napoleon’s Empire Collapses
1. Blockade
2. Continental System
3. Hundred Days
4. Guerilla
5. Waterloo
6. Peninsular War
c. Congress of Vienna
1. Balance of Power
2. Legitimacy
Analyze the complexity of events in world history (DOK 2-3) H.2.c Examine and evaluate issues of unity and diversity in world history H.2.d Investigate the historical development of and impact of major scientific and technological innovations. H.3.b Evaluate the historical development and impact of political thought, theory and actions H.3.c Gather data, make inferences and draw conclusions from maps and other visual representations G.1.a Create and interpret various graphs, tables, charts, and thematic maps G.1.b Apply geography skills to help investigate issues and justify possible resolutions involving people, places, and environments. G.2.a
Assessments Suggested Resources and Instructional Activities
Performance Tasks Unit 2 Assessment Social Studies Midterm Assessment Possible Writing Prompts Summarize the factors that led to the French Revolution Describe the creation of the National Assembly and the storming of the Bastille and explain the impact of the National Assembly on France’s government. Explain the importance of the Great Fear and the women’s march on Versailles.
Resources Declaration of Rights of Man, Liberate simulation History Channel: French Revolution Cartoon History of the Universe Crash Course: French Revolution Reading like a Historian: Reign of Terror Political Cartoons: Napoleon Political cartoons, Three Estates Cartoon Build your own guillotine
Summarize the positions of the three factions that tried to govern France. Explain how war and the king’s execution affected the Revolution. Describe the events and the aftermath of the Reign of Terror. Explain how Napoleon came to power. Summarize how Napoleon restored order in France.
Describe the extent and weaknesses of Napoleon’s empire. Explain Napoleon’s tactical and political mistakes. Summarize Napoleon’s defeat, exile, and final downfall. List the results of the Congress of Vienna. Extrapolate on how the ideas of the French Revolution continue to influence people.
Historical Documents: Napoleonic Code excerpt Modern World History textbook and supplements.
Instructional Activities
Jigsaw Journal Entries ACAPS (Author, Context, Audience, Purpose, Significance) P-A-G-E (Problem, Ask for information, Goals, Effects – Decision Making in U.S. History) Cornell Notes Cause/Effect Journal Interpreting Tables, Graphs, and Charts
Literacy Development
Critical Thinking and Reasoning – embedded throughout the course Information Literacy – Effectively analyze primary and secondary sources, detect bias, use learning tools, including technology, and clearly communicate thoughts using sound reasoning.
Past learning – topic sentences
Past learning – textual evidence to support topic sentence
Past learning – summary/commentary of document working with evidence and topic sentence
Past learning – determining bias of a source
Past learning - determine intended audience of a source
UNIT FOCUS – Creating an evidence based argument
Unit 3 Industrial Revolution: (3 week)
Suggested Big Idea How did the end of the domestic system, the Enclosure movement, and technological advancements lead to the birth of industry and urbanization in Great Britain?
Prepared Graduate
Competency
H.2. Analyze key historical periods and patterns of change over time within and across nations and cultures
G.2. Examine places and regions and the connections among them
E.1. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy
C.2. Analyze origins, structure, and functions of governments and their impacts on societies and citizens
End of Unit Performance
Task
Unit 3 Building Common Assessment
Colorado Academic
Social Studies Priority
Standards
Colorado Academic
Social Studies
Supporting Standards
Disciplinary Skill
Development
Cross-Content
Connections
Complex Texts Vocabulary Writing Focus
H.2.a: Evaluate
continuity and change
over the course of world
history (DOK 1-3)
H. 3 (GLE): The
significance of ideas as
powerful forces
throughout history
G.3.a: Explain how the
uneven distribution of
resources in the world
can lead to conflict,
competition, or
cooperation among
nations, regions, and
cultural groups (DOK 1-
2)
E. 1.a: Analyze the
relationships between
economic goals and the
allocation of scarce
resources (DOK 2-3)
E.3.a: Analyze the role
of government within
different economies.
Topics to include but not
limited to command
socialism, communism,
and market capitalism
(DOK 1-3)
C.2.a: Describe the
origins, purposes and
H.2.b: Investigate
causes and effects of
significant events in
world history (DOK 1-2)
H.2.c: Analyze the
complexity of events in
world history (DOK 2-3)
H.3.b: Investigate the
historical development of
and impact of major
scientific and
technological
innovations. Topics to
include but not limited to
the Industrial Revolution
(DOK 1-4)
H.3.c: Evaluate the
historical development
and impact of political
thought, theory and
actions (DOK 1-3)
G.3.c: Explain how
migration of people and
movement of goods and
ideas can enrich cultures,
but also create tensions
(DOK 1-2)
E.1.b: Explain how
economic choices by
individuals, businesses,
governments, and
societies incur
opportunity costs
(DOK 1-2)
E.3.b: Analyze the role
of competition within
Priority
H.1.c: Construct and
defend a written
historical argument
using relevant primary
and secondary sources
as evidence
(DOK 1-4)
Support
H.1.a: Evaluate a
historical source for
point of view and
historical context
(DOK 2-3)
H.1.d: Differentiate
between facts and
historical
interpretations,
recognizing that a
historian’s narrative
reflects his or her
judgment about the
significance of
particular facts
(DOK 2-3)
CCSS.ELA-
LITERACY.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.
CCSS.ELA-
LITERACY.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.
CCSS.ELA-
LITERACY.RH.9-10.8 Assess the extent to
which the reasoning and
evidence in a text support
the author's claims.
CCSS.ELA-
LITERACY.RH.9-10.9 Compare and contrast
treatments of the same
topic in several primary
and secondary sources.
Enclosures
Industrialization
Factors of production
Factory production
Steam Engine
Entrepreneur
Urbanization
Utopia
Socialism
Middle class
Working Class
Stock
Corporation
Laissez Faire
Capitalism
Utilitarianism
Communism
Union
Strike
CCSS.ELA-
LITERACY.WHST.9-
10.1.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.
CCSS.ELA-
LITERACY.WHST.9-
10.2.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
limitations of government
and include the
contribution of key
philosophers and
documents (DOK 1-2)
C. 3.e: Illustrate how
various governments and
leaders interact and
evaluate how interactions
among nations affect
domestic and world
events (DOK 1-3)
different market
structures. Topics to
include but not limited to
pure competition,
monopolistic
competition, oligopoly,
and monopoly (DOK 1-
3)
E.3.c: Compare and
contrast economic
systems in terms of their
ability to achieve
economic goals
(DOK 2-3)
C.2.d: Analyze the role
of the founding
documents and the
evolution of their
interpretation through
governmental action and
court cases. (DOK 2-3)
C.3.f: Compare and
contrast how different
systems of government
function (DOK 1-2)
Unit: Timeline: Enduring Concepts:
The Industrial Revolution 3 weeks
How did the end of the domestic system, the Enclosure movement, and
technological advancements lead to the birth of industry and urbanization
in Great Britain?
Conceptual Understandings
The character of human societies have changed over time in their view of the individual, not only in terms of legal freedom or its denial, but also in terms
of values societies have placed on individual development or initiative.
Economic and technological developments have resulted in the quest to sustain and improve life across human society.
People’s understanding of themselves, their moral imperatives, and place in the universe has changed over time.
Political Theories and organizations have developed in the quest for effective order, power, and for just and humane relationships.
Grade Level Expectations (GLE):
History 1: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence History 2: The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time History 3: The significance of ideas as powerful forces throughout history Geography 3: The interconnected nature of the world, its people and places Economics 2: Economic policies affect markets
Inquiry Question(s): (From the standards document):
History 1 (GLE) Why are historical questions important?
History 2 (GLE)
What impact have individuals had on history? How does society decide what is important in history? History 3 (GLE) How have philosophical and religious traditions affected the development of political institutions? How have scientific and technological developments affected societies?
Economics 3 (GLE)
What is government’s role in a market economy?
Geography 3 (GLE)
How do cooperation and conflict influence the division and control of the social, economic, and political spaces on Earth?
Generalizations
My students will Understand that…
How the change in production to machine made goods lead to social and political inequities.
Critical Content:
My students will Know…
Key Skills:
My students will be able to (Do)…
I. TLW: Describe the social and economic effects of
industrialization and urbanization.
a. Beginnings of Industrialization
1. Industrial Revolution
2. Industrialization
3. Factors of Production
4. Entrepreneur
5. Enclosures
6. Factory production
7. Steam Engine
b. Industrialization
1. Urbanization
2. Middle Class
c. Industrialization Spreads
1. Stock
2. Corporation
d. Reforming the Industrial World
1. Laissez-Faire
2. Unitarianism
3. Capitalism
4. Socialism
5. Communism
6. Union
7. Strike
8. Adam Smith: Wealth of Nations
9. Karl Marx: Communist Manifesto
Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses H.1.b Evaluate continuity and change over the course of world history H.2.a Investigate causes and effects of significant events in world history H.2.b Investigate the historical development of and impact of major scientific and technological innovations. H.3.b Evaluate the historical development and impact of political thought, theory and actions H.3.c
Analyze and present information using a variety of geographic tools and geographic findings in graphs, tables, charts, and thematic maps G.1.c Identify government activities that affect the local, state, or national Economy E.2.a
Assessments Suggested Resources and Instructional Activities
Performance Tasks: Unit 3 Test Possible Writing Prompts Explain the beginnings of the Industrialization in Britain Describe key inventions that furthered the Industrial Revolution Describe the social and economic effects of Industrialization Examine growing tensions between the middle and working classes Describe industrialization in the United States and Europe Identify thinkers and ideas that supported industrialization Describe other reform movements of the 1800’s
Resources A Visit to London Reading Documentary: The children who built Victorian London Cartoon History of the Universe Crash Course: Industrialization Reading like a Historian: Factory Life Growing Pains Simulation Horrible History Video Terrible Video Court for King Cholera Political Cartoon http://www.schoolhistory.co.uk/ Modern World History
Instructional Activities
Writing editorials or political cartoons Debate/ philosophical chairs Classification Chart Jigsaw Journal Entries ACAPS (Author, Context, Audience, Purpose, Significance) P-A-G-E (Problem, Ask for information, Goals, Effects – Decision Making in U.S. History) Cornell Notes
Literacy Development
Critical Thinking and Reasoning – embedded throughout the course Information Literacy – Effectively analyze primary and secondary sources, detect bias, use learning tools, including technology, and clearly communicate thoughts using sound reasoning.
Past learning – topic sentences
Past learning – textual evidence to support topic sentence
Past learning – summary/commentary of document working with evidence and topic sentence
Past learning – determining bias of a source
Past learning - determine intended audience of a source
Past learning – creating an evidence based argument
UNIT FOCUS – Evaluating multiple sources on a topic
Unit 4 Imperialism: (3 weeks)
Suggested Big Idea How did the needs of Industrialization encourage European Imperialism and set the stage for WWI?
Prepared Graduate
Competency
H.2. Analyze key historical periods and patterns of change over time within and across nations and cultures
G.2. Examine places and regions and the connections among them
E.1. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy
C.2. Analyze origins, structure, and functions of governments and their impacts on societies and citizens
End of Unit Performance
Task
Unit 4 Building Common Assessment
Colorado Academic
Social Studies Priority
Standards
Colorado Academic
Social Studies
Supporting Standards
Disciplinary Skill
Development
Cross-Content
Connections
Complex Texts Vocabulary Writing Focus
H.2.a: Evaluate
continuity and change
over the course of world
history (DOK 1-3)
H. 3 (GLE): The
significance of ideas as
powerful forces
throughout history
G.3.a: Explain how the
uneven distribution of
resources in the world can
lead to conflict,
competition, or
cooperation among
nations, regions, and
cultural groups (DOK 1-
2)
E.3.a: Analyze the role
of government within
different economies.
Topics to include but not
limited to command
socialism, communism,
and market capitalism
(DOK 1-3)
C.3.e: Illustrate how
various governments and
leaders interact and
evaluate how interactions
among nations affect
domestic and world
events (DOK 1-3)
H.2.b: Investigate
causes and effects of
significant events in
world history (DOK 1-2)
H.2.c: Analyze the
complexity of events in
world history (DOK 2-3)
H.3.c: Evaluate the
historical development
and impact of political
thought, theory and
actions (DOK 1-3)
H.2.d: Examine and
evaluate issues of unity
and diversity in world
history (DOK 1-3)
H.3.a: Discuss the
historical development
and impact of major
world religions and
philosophies. Topics to
include but not limited to
modern changes in
Christianity, Islam,
Judaism, Buddhism and
Hinduism (DOK 1-3)
H.3.b: Investigate the
historical development of
and impact of major
scientific and
technological
innovations. (DOK 1-4)
G.3.b: Explain that the
world’s population is
increasingly connected to
and dependent upon
Priority
H.1.c: Construct and
defend a written
historical argument
using relevant primary
and secondary sources
as evidence
(DOK 1-4)
Support
H.1.a: Evaluate a
historical source for
point of view and
historical context
(DOK 2-3)
H.1.d: Differentiate
between facts and
historical
interpretations,
recognizing that a
historian’s narrative
reflects his or her
judgment about the
significance of
particular facts
(DOK 2-3)
CCSS.ELA-
LITERACY.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.
CCSS.ELA-
LITERACY.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.
CCSS.ELA-
LITERACY.RH.9-10.8 Assess the extent to
which the reasoning and
evidence in a text support
the author's claims.
CCSS.ELA-
LITERACY.RH.9-10.9 Compare and contrast
treatments of the same
topic in several primary
and secondary sources.
Imperialism
Racism
Social Darwinism
Maxim Gun
Berlin Conference
Boer
Zulu
Indirect Control
Direct Control
Colony
Protectorate
Sphere of Influence
Economic Imperialism
Paternalism
Assimilation
Geopolitics
Sepoy
Mutiny
Raj
Pacific Rim
CCSS.ELA-
LITERACY.WHST.9-
10.1.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.
CCSS.ELA-
LITERACY.WHST.9-
10.2.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
other people for both
human and natural
resources (DOK 1-2)
G.3.c: Explain how
migration of people and
movement of goods and
ideas can enrich cultures,
but also create tensions
(DOK 1-2)
G.3.d: Analyze how
cooperation and conflict
influence the division
and control of Earth
(DOK 1-2)
E.3.b: Analyze the role
of competition within
different market
structures. Topics to
include but not limited to
pure competition,
monopolistic
competition, oligopoly,
and monopoly (DOK 1-
3)
Unit: Timeline: Enduring Concepts:
Imperialism 3 weeks How did the needs of Industrialization encourage European Imperialism and set the
stage for WWI?
Conceptual Understandings
The character of human societies have changed over time in their view of the individual, not only in terms of legal freedom or its denial, but also in terms
of values societies have placed on individual development or initiative.
Economic and technological developments have resulted in the quest to sustain and improve life across human society.
People’s understanding of themselves, their moral imperatives, and place in the universe has changed over time.
Political Theories and organizations have developed in the quest for effective order, power, and for just and humane relationships.
Grade Level Expectations (GLE):
History 1: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence History 2: The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time History 3: The significance of ideas as powerful forces throughout history
Inquiry Question(s): (From the standards document):
History 1 (GLE) Why are historical questions important?
History 2 (GLE)
What impact have individuals had on history? How does society decide what is important in history? History 3 (GLE) How have philosophical and religious traditions affected the development of political institutions? How have scientific and technological developments affected societies?
Generalizations
My students will Understand that…
European desire for more markets and raw materials led to imperializing Africa and Asia.
Essential Content:
My students will Know…
Key Skills:
My students will be able to (Do)…
I. TLW: Summarize the motives of European colonizers and the
factors that allowed them to control Africa.
a. Scramble for Africa
1. Imperialism
2. Social Darwinism
3. Belief in European Society
4. Racism
5. Cecil Rhodes
6. Boer War
7. Zulu
8. Shaka
9. Berlin Conference
b. Imperialism
1. Direct control
2. Indirect control
3. Paternalism
4. Assimilation
5. Colony
c. Europeans Claim Muslim Lands
1. Geopolitics
2. Crimean War
3. Suez Canal
d. British Imperialism in India
1. Sepoy Mutiny
2. Raj
e. Imperialism in Southeast Asia
Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses H.1.b
Investigate causes and effects of significant events in world history.
H.2.f
Discuss the historical development and impact of major world religions and
philosophies. Topics to include but not limited to the Enlightenment and
modern changes in Christianity, Islam, Judaism, Buddhism and Hinduism H.3.a
Investigate the historical development of and impact of major scientific and
technological innovations.
H.3.b
Evaluate the historical development and impact of political thought, theory and
actions
H.3.c
Assessments Suggested Resources and Instructional Activities
Performance Tasks: Unit 4 Test Possible Writing Prompts
Resources Cartoon History of the Universe Crash Course: Imperialism Reading like a Historian: Sepoy munity, Battle of Adwa
Summarize the motives of European colonizers and the factors that allowed them to control Africa Explain the different forms of colonial control Summarize African resistance movements Analyze the impact of colonial rule in Africa Describe the British takeover of India Trace early nationalist movements in India Summarize the acquisition of European colonies in Southeast Asia
White Man’s Burden reading Risk simulation (Berlin Conference) Imperialism Political Cartoons Modern World History Instructional Activities Writing editorials or political cartoons Debate/ philosophical chairs Classification Chart Jigsaw Journal Entries ACAPS (Author, Context, Audience, Purpose, Significance) P-A-G-E (Problem, Ask for information, Goals, Effects – Decision Making in U.S. History) Cornell Notes
Literacy Development
Critical Thinking and Reasoning – embedded throughout the course Information Literacy – Effectively analyze primary and secondary sources, detect bias, use learning tools, including technology, and clearly communicate thoughts using sound reasoning.
Past learning – topic sentences
Past learning – textual evidence to support topic sentence
Past learning – summary/commentary of document working with evidence and topic sentence
Past learning – determining bias of a source
Past learning - determine intended audience of a source Past learning – creating an evidence based argument
Past learning – evaluating multiple sources on a topic
UNIT FOCUS – Primary vs. Secondary Sources
Unit 5 World War I: (3 weeks)
Suggested Big Idea What were the social, economic, and political conditions in Europe that led to WWI, dictated how it was fought, and would eventually lead to WWII through the
Treaty of Versailles?
Prepared Graduate
Competency
H.2. Analyze key historical periods and patterns of change over time within and across nations and cultures
G.2. Examine places and regions and the connections among them
E.1. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy
C.2. Analyze origins, structure, and functions of governments and their impacts on societies and citizens
End of Unit Performance
Task
Unit 5 Building Common Assessment
Colorado Academic
Social Studies Priority
Standards
Colorado Academic
Social Studies
Supporting Standards
Disciplinary Skill
Development
Cross-Content
Connections
Complex Texts Vocabulary Writing Focus
H.2.a: Evaluate
continuity and change
over the course of world
history (DOK 1-3)
H. 3 (GLE): The
significance of ideas as
powerful forces
throughout history
G.3.a: Explain how the
uneven distribution of
resources in the world
can lead to conflict,
competition, or
cooperation among
nations, regions, and
cultural groups
(DOK 1-2)
E.3.a: Analyze the role
of government within
different economies.
Topics to include but not
limited to command
socialism, communism,
and market capitalism
(DOK 1-3)
C.3.e: Illustrate how
various governments and
leaders interact and
evaluate how interactions
among nations affect
H.2.b: Investigate
causes and effects of
significant events in
world history (DOK 1-2)
H.2.c: Analyze the
complexity of events in
world history (DOK 2-3)
H.3.c: Evaluate the
historical development
and impact of political
thought, theory and
actions (DOK 1-3)
H.2.d: Examine and
evaluate issues of unity
and diversity in world
history (DOK 1-3)
H.3.a: Discuss the
historical development
and impact of major
world religions and
philosophies. Topics to
include but not limited to
modern changes in
Christianity, Islam,
Judaism, Buddhism and
Hinduism (DOK 1-3)
H.3.b: Investigate the
historical development of
and impact of major
scientific and
technological
innovations. (DOK 1-4)
G.3.b: Explain that the
world’s population is
increasingly connected to
Priority
H.1.c: Construct and
defend a written
historical argument
using relevant primary
and secondary sources
as evidence
(DOK 1-4)
Support
H.1.a: Evaluate a
historical source for
point of view and
historical context
(DOK 2-3)
H.1.d: Differentiate
between facts and
historical
interpretations,
recognizing that a
historian’s narrative
reflects his or her
judgment about the
significance of
particular facts
(DOK 2-3)
CCSS.ELA-
LITERACY.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.
CCSS.ELA-
LITERACY.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.
CCSS.ELA-
LITERACY.RH.9-10.8 Assess the extent to
which the reasoning and
evidence in a text support
the author's claims.
CCSS.ELA-
LITERACY.RH.9-10.9 Compare and contrast
treatments of the same
topic in several primary
and secondary sources.
Nationalism
Imperialism
Militarism
Triple Alliance
Triple Entente
Central Powers
Allies
Western Front
Trench Warfare
Poison Gas
Eastern Front
Unrestricted submarine
warfare
Total War
Rationing
Propaganda
Armistice
Self Determination
War guilt cause
CCSS.ELA-
LITERACY.WHST.9-
10.1.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.
CCSS.ELA-
LITERACY.WHST.9-
10.2.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
domestic and world
events (DOK 1-3)
and dependent upon
other people for both
human and natural
resources (DOK 1-2)
G.3.c: Explain how
migration of people and
movement of goods and
ideas can enrich cultures,
but also create tensions
(DOK 1-2)
G.3.d: Analyze how
cooperation and conflict
influence the division
and control of Earth
(DOK 1-2)
E.3.b: Analyze the role
of competition within
different market
structures. Topics to
include but not limited to
pure competition,
monopolistic
competition, oligopoly,
and monopoly
(DOK 1-3)
Unit: Timeline: Enduring Concepts:
World War I 3 weeks
What were the social, economic, and political conditions in Europe that led to WWI,
dictated how it was fought, and would eventually lead to WWII through the Treaty
of Versailles?
Conceptual Understandings
The character of human societies have changed over time in their view of the individual, not only in terms of legal freedom or its denial, but also in terms
of values societies have placed on individual development or initiative.
Economic and technological developments have resulted in the quest to sustain and improve life across human society.
People’s understanding of themselves, their moral imperatives, and place in the universe has changed over time.
Political Theories and organizations have developed in the quest for effective order, power, and for just and humane relationships.
Grade Level Expectations (GLE):
History 1: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence History 2: The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time History 3: The significance of ideas as powerful forces throughout history Geography 1: Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions.
Inquiry Question(s): (From the standards document):
History 1 (GLE) Why are historical questions important?
History 2 (GLE)
What impact have individuals had on history? How does society decide what is important in history? History 3 (GLE) How have philosophical and religious traditions affected the development of political institutions? Geography 1 (GLE) How can maps be used for political purposes? How can current world events change maps? How do cooperation and conflict influence the division and control of the social, economic, and political spaces on Earth?
Generalizations
My students will Understand that…
How imperialism and other political factors lead to the first global war ending in a failed peace which only led to more conflict.
Essential Content:
My students will Know…
Key Skills:
My students will be able to (Do)…
I. TLW: Describe political, social, and economic conditions that led
to the Great War.
a. Marching Toward War
1. Nationalism
2. Militarism
3. Imperialism
4. Archduke Franz Ferdinand
b. Europe Plunges into War
1. Central Powers
2. Allies
3. Trench warfare
4. Schlieffen Plan
5. Eastern Front
6. Western Front
7. Poison Gas
8. Submarine
9. Tank
10. Machine Gun
c. A Global Conflict
1. Total War
2. Propaganda
3. Armistice
4. Gallipoli Campaign
5. Rationing
6. Unrestricted Submarine Warfare
7. Lusitania
d. A Flawed Peace
1. Treaty of Versailles
2. War Guilt Clause
3. Woodrow Wilson
Evaluate a historical source for point of view and historical context H.1.a Evaluate continuity and change over the course of world history H.2.a Investigate causes and effects of significant events in world history H.2.b Analyze the complexity of events in world history (DOK 2-3) H.2.c Discuss the historical development and impact of major world religions and philosophies. Topics to include but not limited to the Enlightenment H.3.a
Evaluate the historical development and impact of political thought, theory and
actions
H.3.c
Analyze and present information using a variety of geographic tools and
geographic findings in graphs, tables, charts, and thematic maps
G.1.c
Identify government activities that affect the local, state, or national Economy
G.2.c
4. Fourteen Points
5. League of Nations
Assessments Suggested Resources and Instructional Activities
Performance Tasks: Unit 5 Test Possible Writing Prompts Identify the political and military forces at work in Europe in the late 1800’s Summarize the events that set World War I in motion Summarize military events on the Western Front Explain the development of the war on the Eastern Front Identify how governments established wartime economies Explain the effects of the war Explain events that led to the Treaty of Versailles
Resources All Quiet on the Western Front Cartoon History of the Universe Crash Course: World War I Reading like a Historian: Battle of Somme Historical Documents: 14 Points, Trench letters, Trench photographs Modern World History
Instructional Activities Writing editorials or political cartoons Debate/ philosophical chairs Classification Chart Jigsaw Journal Entries ACAPS (Author, Context, Audience, Purpose, Significance) P-A-G-E (Problem, Ask for information, Goals, Effects – Decision Making in U.S. History) Cornell Notes
Literacy Development
Critical Thinking and Reasoning – embedded throughout the course Information Literacy – Effectively analyze primary and secondary sources, detect bias, use learning tools, including technology, and clearly communicate thoughts using sound reasoning.
Past learning – topic sentences
Past learning – textual evidence to support topic sentence
Past learning – summary/commentary of document working with evidence and topic sentence
Past learning – determining bias of a source
Past learning - determine intended audience of a source Past learning – creating an evidence based argument
Past learning – evaluating multiple sources on a topic
Past learning – Primary vs. Secondary Sources
UNIT FOCUS – Perfecting the final written response