First Quarter: Renaissance, Reformation and Age of Exploration

Core Content: SS-HS-5.3.1, 5.3.2, 1.1.1Secondary Emphasis: SS-HS- 2.1.1, 3.1.1Program of Studies: SS-H-GC-U-1, SS-H-GC-S-5, SS-H-CS-S-1, SS-H-CS-S-5, SS-H-Ec-S-1, SS-H-HP-S-2, SS-H-HP-S-4

Compare different governments, analyze order and accomplishing goals and provide examples

Research issues and solve problems by analyzing and synthesize a variety of modern, relevant resources.

Students will be able to demonstrate, analyze, and describe the fundamental causes and effects of culture.

Students will compare and contrast cultures using print and non-print resources. Students will explain and describe the effects of scarcity on personal, societal, and

government decisions. Students will analyze the role and impact of the U. S. in maintaining world peace. Students will research historical events using a variety of sources.

The time period 1500-to the present marked a time of extreme change in the world. This change is reflected in political structures, economy, technology, medical advances and finally the rise of new political powers. (5.3.1, 5.3.2 DOK 2) (1.1.1 DOK 3)

Grades 9-10 Writing Standards:Throughout each unit, students will complete pre-writing for Extended Responses, write extended responses, re-write extended responses based on an exemplar, create PowerPoint Projects, Flyers, Movie Maker Projects, Brochures, Exit Slips, UpFront Opposing Views Activities, and complete Research Projects with proper citation methods. Students will also deconstruct learning targets to understand the focus of their instruction and complete both formative and summative assessment activities that address those targets.

Pendleton County High SchoolWorld Civilizations Curriculum Map

2012-2013

Weeks 1-2: Scarcity and the Late Middle Ages (Unit 1)Students will:

Explain and give examples of how scarcity of resources necessitate choices at both the personal and societal levels in the modern world. (3.1.1 DOK 2)

Explain how these choices impact personal, national and global economies (3.1.1 DOK 2)

Trace the rise of Europe during the Late Middle Ages and the developments of the High and Late Middle Ages

Essential Questions:1. What is a feudal society?2. How does scarcity necessitate choices at a personal, societal and governmental level?3. How do various forms of government elect their leaders, establish order, and accomplish

goals?4. How did the social class system of the late Middle Ages impact individual lifestyles?5. What was the relationship between the monarchy and the Roman Catholic Church during

the late Middle Ages?6. What role did the Roman Catholic Church play during the late Middle Ages?7. What situation in today’s society could cause a scarcity of resources and how could that

scarcity be dealt with?8. What are the causes and effects of cultural differences?9. Were the European Middle Ages actually a “Dark Age” in European history?

Learning Target:1. I can describe life in a feudal society.2. I can describe the choices that must be made at the personal, societal and governmental

level when an item is scarce.3. I can describe how a monarch establishes power and maintains order.4. I can describe how the social class system of the Middle Ages impacted individual

lifestyles.5. I can explain the relationship between the monarchy and the Roman Catholic Church

during the late Middle Ages.6. I can describe the role of the Roman Catholic Church on the Middle Ages.7. I can explain the cause and effect of cultural differences.8. I can analyze whether or not the Middle Ages were a “Dark Age” in European history.9. I can describe a situation in today’s society that could cause a resource to be scarce.

Literacy Standards:Standard 1 and 2: “The Plague Hits Florence”Standard 4: Word Sort, Close Sort, Pre-Reading FocusStandard 5: Magna Carta Excerpt

Instructional Strategies: M&M Activity, Islam 101 Video and study guide, UnitedStreaming Video and study guide on “The High Middle Ages”, cross content collaborative castle project, Middle Ages Sports and Entertainment Packet and link to modern Olympic games, Late Middle Ages Video and study guide, Lecture, Black Death Article, Three Great Religions Handout, Map of Middle Ages countries (plague, countries, empires, trade, etc.) Jigsaw Activity, Robin Hood Video

Key Vocabulary: Middle Ages, feudalism, scarcity, cultural diffusion, primary document, secondary document, tithing, monarchy, Ramadan, Black Death, Five Pillars of Islam, urban, rural, Magna Carta, Crusades, revival, guilds, serfdom, political, economic, social

Assessments: Quiz, 3-2-1 Exit Slip, word sort, word storm, historical accuracy analysis, K-W-L Chart, primary document comparison, historic movie analysis, common assessment

Weeks 3-5: Culture of the Renaissance and Reformation (Unit 2) Students will explain how belief systems: (2.1.1 DOK 2)

Allow cultures to develop, such as the changes that emerged during the Renaissance (5.3.1) (Chapter 1)

Shape cultures (knowledge, technology, religion) Reformation (Chapter 1)

Essential Questions:1. How does the impact of culture affect society?2. How did the ideas of the Classical Age impact people’s perspectives during the

Renaissance and Reformation?3. Compare and contrast Renaissance customs to those in today’s society.4. Why did the Protestant Reformation have to take place in order for today’s

religious practices to exist?5. Identify various Renaissance writers and artists.

Learning Target:1. I can explain the impact of culture on society.2. I can describe how the ideas of the Classical Age impacted people’s perspectives

during the Renaissance and Reformation.3. I can compare and contrast Reniassance customs to those in today’s society.4. I can explain why the Protestant Reformation had to take place in order for

today’s religious practices to exist.5. I can identify various Renaissance writers and artists.

Literacy Standards:Standard 1 and 2: The Prince and The CourtierStandard 4: Word Sort, Close Sort, Pre-Reading FocusStandard 7: PowerPoint Project/Movie Maker Project

Instructional Strategies: UnitedStreaming Video The High Renaissance and Study Guide, Bob Dylan Music, Brainstorm changes in society, PowerPoint/MovieMaker

Project, Renaissance, Reformation and Beyond Video and Study Guide, Europe Map and why Renaissance began there, Elizabethan Customs Article, Protestant Reformation Article and Questions, “Ever After” Video Clip, Elizabeth I article and questions, Modern painting or photograph analysis using the ideas of the Renaissance, The Prince excerpt, B-K-W-L-Q Pre=Reading Chart, The Simpson’s Video Clip, Henry VIII,

Key Vocabulary: humanism, perspective, patron, vernacular, indulgences, predestination, annul, printing press, 95 Thesis, outgrowth, predestination, salvation, perspective, Mona Lisa, Last Supper, David, The Pieta, School of Athens, The Prince, Gutenberg, rebirth, 95 Thesis, Martin Luther, Henry VIII, Catholic Reformation, humanism, DaVinci, reformation, indulgences, Diet of Worms, English Reformation, individualism, symmetry

Assessments: exit slips, painting analysis worksheet, vocabulary illustration, movie maker presentation, observation checklist, common assessment

Weeks 6-9: Age of Change (Unit 3)Students will be able to analyze the following variables and the impact each had on the changes the world experienced: (5.3.1, 5.3.2 DOK 2)

Age of Exploration and Imperialism (Chapter 2) (Chapter 3) Scientific Revolution (Chapter 1, Section 5)

Essential Questions:1. How did new ideas and technologies of the Age of Exploration bring great wealth

to the absolute monarchs?2. What political, economic and social changes were brought about by the Age of

Exploration?3. What changes in science, thought and government were initiated by the Scientific

Revolution?4. Identify several thinkers of the Scientific Revolution.5. What areas of the world did various explorers discover during the Age of

Exploration?

Learning Target:1. I can describe how new ideas and technologies during the Age of Exploration

brought great wealth to the absolute monarchs.2.  I can list political, economic or social changes brought about by the Age of Exploration.3.  I can identify changes in science, thought or government that were initiated by the Scientific Revolution.

4.  I can identify several thinkers of the Scientific Revolution.5.  I can identify the areas of the world explorers discovered during the Age of Exploration.

Literacy Standards:Standard 4: Word Sort, Close Sort, Pre-Reading FocusStandard 7: Create a collage

Instructional Strategies: UnitedStreaming Video Science, Invention, Architecture, Exploration and Religious Reformation and Video Quiz, PowerPoint/MovieMaker Project, Scientific Revolution Outline, Scientific Revolution Webquest, Create Scientific Revolution Flyer, Exploration Pre-Test, Exploration MapWork, UnitedStreaming Video The Great Age of Exploration and Video Quiz, Atlantic Slave Trade Discussion, Middle Passage and Slave Trade Historical Pictures and Demonstration, Slave Trade Outline, Cause and effect of slave trade and exploration on monarchs and native inhabitants, Age of Exploration Video as review, UnitedStreaming Video Clips: Slave Revolt, Atlantic Slave Trade, World Map of Exploration Routes, The Simpson’s Video Clip: Lewis and Clark Expedition, KWL and Effects of Global Contact Article

Key Vocabulary: scientific method, “God, gold and glory”, astrolabe, compass, caravel, conquistador, mercantilism, middle passage, reasons for exploration, Copernicus, heliocentric, barometer, circumnavigate, Magellan, Columbian Exchange, Trans-Atlantic Slave Trade, colonization, scurvy, compass, Newton, Galileo, Columbus, Prince Henry, Scientific Method, Robert Boyle, Treaty of Tordesillas, Line of Demarcation

Assessments: T-Charts, Create an Old World and New World Menu, exit slips, video quiz, observation checklist, map analysis, pre-test, webquest, create a scientific revolution flyer, common assessment

Second Quarter: The Age of Revolution

Core Content: SS-HS-5.3.3, 5.1.1Secondary Emphasis: 4.1.1, 4.4.2, 4.2.2, 4.3.1, 1.3.1, 1.3.2, 1.3.3, 1.2.1, 1.2.2, 1.12Program of Studies: SS-H-HP-S-4, SS-H-HP-S-1, SS-H-Ge-S-2, SS-H-Ge-S-4, SS-H-Ge-S-1, SS-H-GC-S-1, SS-H-GC-S-3, SS-H-GC-S-2

Students will research historical events using a variety of sources.

Use a variety of tools to investigate and analyze perspectives and perceptions to examine their effects on the shaping of history.

Use information from sources to analyze and explain physical

and cultural aspects of geography. Analyze relationships and interactions between human activities

and the physical environment. Use geographical tools to analyze and interpret features of the

earth. Compare different governments, analyze order and

accomplishing goals, and provide examples. Explain how individual rights conflict with the common good and

how the government responds to that conflict. Explain how the U. S. uses constitutional amendments to limit

government to protect the individual.

Weeks 1-3: The Enlightenment and The American Revolution (Unit 4)

Students will analyze the following variables and the impact each had on the changes the world experienced: (5.3.3 DOK 3)

Enlightenment (Chapter 5) American Revolution (Chapter 5) Investigate the rights of individuals (Chapter 5) (1.3.1 DOK 2) Explain ways a democratic government preserves the rights of

individual and an individual’s rights and responsibilities (Chapter 5) (1.3.2, 1.3.3 DOK 3)

Evaluate the role of government (Chapter 5) (1.1.2 DOK 2) Explain the principles of a limited government (Chapter 5) (1.2.2

DOK 3) Analyze how powers of government are distributed and shared

among levels and branches and how this distribution of powers works to protect the “common good” (Chapter 5) (1.2.1 DOK 3)

Understand the nature of government (1.1.2 DOK 2) Investigate and analyze perceptions and perspectives of people

and historical events in the modern world (5.1.1 DOK 3) Examine cause-effect relationships that have shaped history

(Colonialism, Economics-Industrial Revolution) (5.1.1 DOK 3)

Essential Questions:1. What political changes were a result of ideas created by the

Enlightenment thinkers?2. How did cultural revolutions (Enlightenment and American

Revolution) bring about changes in thought and government?3. What effect has the Enlightenment had on the modern world?4. Who were various Enlightenment thinkers?

5. What impact did the Enlightenment thinkers have on the American Revolution?

Learning Target:I can identify political changes that were a result of ideas created during the Enlightenment.2.  I can describe how cultural revolutions bring about changes in thought and government.3.  I can describe the effect the Enlightenment has had on the modern political world.4.  I can identify various Enlightenment thinkers.5.  I can explain the impact the Enlightenment had on the American Revolution.

Literacy Standards:Standard 3: Timeline and Image CreationStandard 4: Word Sort, Close Sort, Pre-Reading FocusStandard 5: Declaration of IndependenceStandard 6: Locke vs. Hobbes Comparison

Instructional Strategies: “Alike But Different” Reading Guide for the Age of Enlightenment, Learning Stations, PowerPoint/MovieMaker/Poster Project, American Revolution Outline, Create a Flyer, Historical Pictures, Age of Enlightenment Video and T-Chart, UnitedStreaming Video, Bill of Rights and U.S. Constitution Analysis,

Key Vocabulary: Enlightenment, French and Indian War, American Revolution, checks and balances, laissez-faire, free market, separation of powers, oligarchy, Common Sense, Vindication of Rights of Man, salons

Assessments: Collage, exit slips, common assessment, historical painting analysis, learning stations, Alike But Different Chart

Weeks 4-5: Absolutism and the French Revolution (Unit 5)Students will analyze the following variables and the impact each had on the changes the world experienced: (5.3.3 DOK 3)

Compare purposes and sources of power of various forms of government and examine conflicts within and analyze the impact on historical or current events (Social Contract Theorists) (1.1.2 DOK 2)

French Revolution (Chapter 6) Investigate and analyze perceptions and perspectives of people

and historical events in the modern world (5.1.1 DOK 3) Examine cause-effect relationships that have shaped history

(Colonialism, Economics-Industrial Revolution) (5.1.1 DOK 3)

Essential Questions:1. What were the various forms of government during the 1600 and

1700’s?2. How have conflicts impacted historical or current events?3. What policies were created by various Absolutist Monarchs (Peter

the Great, Catherine the Great, Louis XIV, etc.)?4. What social conditions led to the outbreak of the French

Revolution?5. What events led to the rise of Napoleon and what was his impact

on French society?6. What were major events during the French Revolution and their

impact on French society?

Learning Target:1.I can identify the various forms of government during the 1600 and 1700's.2.  I can identify how conflicts have impacted historical or current events.3.  I can identify the policies created by various Aboslute Monarchs (Peter the Great, Catherine the Great, Louis XIV, etc.)4.  I can list the events that led to the outbreak of the French Revolution.5.  I can identify the events that led to the rise of Napoleon and his impact on French society.6.  I can describe the major events during the French Revolution and their impact on French society.

Literacy Standards:Standard 3: Timeline/Image CreationStandard 4: Word Sort, Close Sort, Pre-Reading FocusStandard 5: Declaration of the Rights of Man and of the Citizen

Instructional Strategies: History Channel Biography on Napoleon, Absolutism Pictures, Current Event Articles, Learning Stations, Absolute Monarchs Chart, Bastille Article and Questions, Parisian Society and Palace of Versailles Pictures, Notes on Pre-Revolutionary France, 60 Minutes Video clip: The Electronic Wasteland, Quote Analysis, Review Game: www.schoolhistory.co.uk

Key Vocabulary: Versailles, Divine Right, Three Estates, Great Fear, Women’s March to Versailles, Reign of Terror, Bourgeosie, National Assembly, Bastille, Tennis Court Oath, Declaration of the Rights of Man and the Citizen, Napoleonic Code, Continental System, scorched earth

policy

Assessments: exit slips, common assessment, one minute essay, learning stations, video quiz, timeline of events, word sort, quote analysis, historic image analysis,

Weeks 6-9: Industrial Revolution (Unit 6)Students will analyze the following variables and the impact each had on the changes the world experienced: (5.3.3 DOK 3)

Industrial Revolution (Chapter 7 and 9) Explain how modifications to the physical environment,

perspectives o the use of natural resources and natural disasters may have global effects in the modern world (Industrial Revolution: transportation-canals, railroads, automobiles, airplanes, ships, communication-airplanes, telegraph, technology-assembly line, steam power, division of labor, interchangeable parts (guns) (4.4.2 DOK 2)

Analyze the cause and impact of movement and settlement patterns of people in various places (Chapter 9, Industrial Revolution, urbanization) (4.3.1 DOK 3)

Use a variety of tools to explain and analyze the reasons for the distribution of physical and human features on earth. (Chapter 9, Industrial Revolution, urbanization) (4.1.1 DOK 3)

Investigate and analyze perceptions and perspectives of people and historical events in the modern world (5.1.1 DOK 3)

Examine cause-effect relationships that have shaped history (Colonialism, Economics-Industrial Revolution) (5.1.1 DOK 3)

Essential Questions:1. How did transportation, communication, and technology change

during Industrialization?2. Where did changes in the distribution of physical and human

features occur?3. Did the Industrial Revolution have a more positive or negative

impact on society?4. What social, political and economic changes occurred during

industrialization?5. What governmental changes occurred as a result of

Industrialization?6. Who were various inventors during the Age of Industrialization

and their impact on society?

Learning Target:1. I can explain how transportation, communication and technology changed during Industrialization.2.  I can identify where changes in the distribution of physical and human features occurred during Industrialization.3.  I can justify whether the Industrial Revolution had a more positive or negative impact on society.4.  I can explain either the social, political or economic changes that occurred during industrialization.5.  I can list the political changes that occurred as a result of Industrialization.6.  I can identify various inventors during the Age of Industrialization and their impact on society.

Literacy Standards:Standard 1: The Jungle, Interviews-Child LaborStandard 4: Word Sort, Close Sort, Pre-Reading FocusStandard 8: UpFront Articles Opposing Views ActivityStandard 9” Economic Systems: Communism vs. Capitalism

Instructional Strategies: Inventors WebQuest, Learning Stations, UnitedStreaming Video on The Jungle, Industrialization Worksheet, Historical Pictures, Create an advertisement for an invention, Problems with industrialization wks, Learning Stations, Peanuts and Cracker Jacks game, Industrialization Simulation, Map Analysis, Charts, TICK Animated Video: Marketplace: Price Increase or Price-Gouging, Review Game: www.schoolhistory.co.uk

Key Vocabulary: industrialization, textiles, agricultural, urbanization, capitalism, command economy, cottage industry, interchangeable parts, Charles Dickens, Adam Smith

Assessments: Webquest, video quiz, learning stations, exit slips, common assessment, primary document analysis

Third Quarter: World Conflict and Governments

Core Content: 5.3.4, 2.3.1, 2.3.2, 1.1.1Secondary Emphasis: 3.2.1, 3.2.3Program of Studies: SS-H-HP-S-4, SS-H-CS-S-3, SS-H-CS-S-4, SS-H-GC-S-1, SS-H-Ec-S-2, SS-H-Ec-S-3

Students will research historical events using a variety of resources.

Explain how individual rights conflict with the common good and how the government responds to that conflict.

Evaluate what it means to be a citizen in our democratic government.

Compare different governments, analyze order and accomplishing goods, provide examples.

Students will compare and contrast the differences between traditional, command, market, and mixed economies and their effectiveness.

Students will analyze various roles in the free enterprise system and how those roles maximize profit.

Weeks 1-4: New Imperialism and The Great War (World War I)(Unit 7)

Students will analyze the following variables and the impact each had on the changes the world experienced: (5.3.4 DOK 3)

New Imperialism (Chapter 12) World War I and Nationalism (Chapter 14) Explain the reasons why conflict and compromise may develop

as cultures emerge (Chapters 12 and 14, 18) (2.3.1 DOK 2) Explain and give examples of how compromise and cooperation

are characteristics that influence interactions in the modern world (Colonialism, Competition/conflict between European countries, Pre-WWI alliance system, Treaty of Versailles: stereotyping, prejudice, genocid) (2.3.2 DOK 2)

Compare purposes and sources of power of various forms of government and examine conflicts within and analyze the impact on historical or current events (Communist Revolution, Nazism) (1.1.1 DOK 3)

Essential Questions:1. What areas were targeted by European Imperialism?2. What impact did European Imperialism have on native

populations?3. How has communication between groups influenced cultural

differences?4. How has compromise and cooperation contributed to conflict

resolution?5. How did imperialism, nationalism, and militarism lead to world

conflict?6. What impact has world conflict had on the modern world?

Learning Target:1.  I can locate areas of the world targeted by European Imperialism.2.  I can explain the impact European Imperialism had on native populations.3.  I can describe how communication between groups has influenced cultural differences.4.  I can explain how compromise and cooperation contribute to conflict resolution.5.  I can explain how imperialism, nationalism and militarism can lead to world conflict.6.  I can explain the impact world conflict has had on modern society.

Literacy Standards:Standard 1: “White Man’s Burden”, All Quiet on the Western FrontStandard 4: Word Sort, Close Sort, Pre-Reading FocusStandard 7: Creation of ABC Book for WWI

Instructional Strategies: World Map labeling, PowerPoint Presentation, Learning Stations, WWI WebQuest, PBS Video clip on the outbreak of World War I (The Great War), Legends of the Fall Video Clip, All Quiet on the Western Front, Historical Pictures, World War I Outline, Create Your Own Country Activity, Spanish-American War Article, Imperialism Political Cartoon, Image Analysis, World War I Propaganda Poster Analysis, Primary Documents-World War I Letters, Review Game: www.schoolhistory.co.uk

Key Vocabulary: imperialism, missionary, polytheistic, nationalism, militarism, nationalists, alliances, Schleiffen Plan, propaganda, armistice, Zimmerman Telegram, civil disobedience, western front, eastern front, economic motives

Assessments: PowerPoint Presentation, Quiz, create a political cartoon for imperialism, learning stations, WebQuest, write a letter home from WWI, ABC Book, common assessment

Weeks 5-6: The Russian Revolution (Unit 8)

Students will analyze the following variables and the impact each had on the changes the world experienced: (5.3.4 DOK 3)

Russian Revolution (Chapter 14) Fall of Democracy in the West (Fascism, Communism, Nazism)

Chapter 16 Explain the reasons why conflict and compromise may develop

as cultures emerge (Chapters 12 and 14, 18) (2.3.1 DOK 2) Explain and give examples of how compromise and cooperation

are characteristics that influence interactions in the modern world (Colonialism, Competition/conflict between European countries, Pre-WWI alliance system, Treaty of Versailles, Nazi Germany vs. Jews: stereotyping, prejudice, genocide) (2.3.2 DOK 2)

Compare and Contrast economic systems (traditional, command, market, and mixed) (3.2.1 DOK 2)

Compare and contrast economic systems and institutions, i.e. Marx and Communism, Socialism, Capitalism, etc. (Chapter 7, Section 4 “Scientific Socialism of Marx) (3.2.3 DOK 2)

Compare purposes and sources of power of various forms of government and examine conflicts within and analyze the impact on historical or current events (Communist Revolution, Nazism) (1.1.1 DOK 3)

Essential Questions:1. What are the differences between the major economic systems?2. Who were the key political figures from 1910-1925?3. What political changes were a result of the Russian Revolution?4. What social and economic changes are a result of a cultural

revolution?

Learning Target:1.  I can describe the differences between the major economic systems.2.  I can identify the key Russian political figures between 1910-1935.3.  I can describe the political changes that occurred as a result of the Russian Revolution.4.  I can identify social and economic changes that are a result of cultural revolution.5.  I can describe the events that led to the Russian Revolution.

Literacy Standards : Standard 3: Timeline Creation, Development of CommunismStandard 4: Word Sort, Close Sort, Pre-Reading FocusStandard 7: BioCubeStandard 9: Communism vs. Capitalism

Instructional Strategies: MovieMaker-Causes of the Russian Revolution, Student Poster/PowerPoint Presentation on People of the Russian Revolution, Russian Revolution Outline, UnitedStreaming Video: The Russian Revolution, Rasputin Video Clip, Review Game: www.schoolhistory.co.uk, Bio-Cube for Russian Revolution Identity

Key Vocabulary: Bolsheviks, czar, czarina, Duma, revolutionary, Great Purge,

proletariat, “reds”, “whites”, hammer and sickle, communism, command economy, Five Year Plan, collectivization, labor camps, New Economic Policy, heavy industry, consumer products

Assessments: Gallery Walk (based on lexile levels), Bio-Cube, Exit Slips, Common Assessment, Image for Vocabulary Word

Weeks 7-11: World War II and Cold War (1931-1955)(Unit 9)

Students will analyze the following variables and the impact each had on the changes the world experienced: (5.3.4 DOK 3)

World War II (Chapter 17) Explain the reasons why conflict and compromise may develop

as cultures emerge (Chapters 12 and 14, 18) (2.3.1 DOK 2) Explain and give examples of how compromise and cooperation

are characteristics that influence interactions in the modern world (Colonialism, Competition/conflict between European countries, Pre-WWI alliance system, Treaty of Versailles, Nazi Germany vs. Jews: stereotyping, prejudice, genocide) (2.3.2 DOK 2)

Compare purposes and sources of power of various forms of government and examine conflicts within and analyze the impact on historical or current events (Communist Revolution, Nazism) (1.1.1 DOK 3)

Essential Questions:1. What events led to the outbreak of WWII?2. What led to the rise of totalitarian governments following World

War I?3. How did the major political leaders lead their nation approaching,

during and after World War II?4. What were several of the major battles during WWII?5. How did the United States attempt to stop the spread of

Communism after WWII?6. What events led to the Cold War following WWII?7. What events fueled the formation of new nations after WWII?8. What events of the 1920’s and 1930’s led to the rise of

totalitarian governments in Europe?9. What impact did World War II have on Pendleton County?10. What were the social conditions in Nazi Germany?11. Compare the causes of World War I with those of World War

II.12. How was propaganda used during World War II?13. What was the rationale for establishing Japanese

Internment camps in the United States?

Learning Target:1. I can identify the events that led to the outbreak of WWII.

2.  I can explain the events that led to the rise of totalitarian governments following World War I.3.  I can explain how various world leaders led their nation approaching, during and after WWII.4.  I can identify varous battles during WWII.5.  I can explain how the United States attempted to stop the spread of Communism after WWII.6.  I can identify the events that led to the Cold War following WWII.7.  I can identify the new nations created after WWII.8.  I can identify the events of the 1920's and 30's that led to the rise of totalitarian governments in Europe.9.  I can describe the impact WWII had on Pendleton County.10.  I can describe the social conditions present in Nazi Germany.11.  I can compare the causes of WWI with those of WWII.12.  I can describe how propaganda was used during World War II.13.  I can explain the rationale for establishing Japanese Internment Camps in the United States.

Literacy Standards:Standard 1: Oral History, Mein Kampf, NightStandard 4: Word Sort, Close Sort, Pre-Reading FocusStandard 8: UpFront Articles Opposing Views Activities, Interviews

Instructional Strategies: PBS Video Clips, Political Cartoons, Pearl Harbor Video Clip, UnitedStreaming Video Clips, History Channel Video on Dr. Mengele, Cartoons Go To War Propaganda Video, Between the Wars PowerPoint, Boom and Bust Video, Between the Wars Video, Lecture, Hitler and Mussolini Comparison, Historical Pictures, Hitler’s Germany Video, Pearl Harbor PowerPoint, Map of Hitler and Mussolini’s Conquests, D-Day Graph and analysis, Video clip from Saving Private Ryan and Questions, WWII battles and generals comparison and locations, Minorities and WWII Video/Terms, Create Propaganda Posters, Political Cartoons, UnitedStreaming “Hitler’s Speech to the ‘Workers”, Lessons of the Holocaust Video, Return to Auschwitz Video, Belsen Concentration Camp Video, Mein Kampf excerpt, Pearl Harbor to Hiroshima Video, Division of Germany Worksheet, UnitedStreaming Video: The Cold War, UnitedStreaming Video “Israel and Palestine: The root of Conflict” and Post-Test, Displaced Persons and Foreign Aid Handout, Nazi and Japanese Aggression Map Analysis, Electronic Scrapbook, WindTalkers Video Clip, All But My Life Excerpt, UnitedStreaming Video Clip: Hiroshima Bomb Run, Review Game: www.schoolhistory.co.uk, Der Fuerher's Face Cartoon, The Sunflower Excerpt

Key Vocabulary: Anti-Semitism, island hopping, concentration camp, appeasement, Sudetenland, “iron curtain”, victory garden, war bonds, V-E Day, V-J Day, public works project, Weimar Republic, blitzkrieg, Holocaust, isolationist, Nuremburg Trials, Nuremburg Laws, Ghetto, deportation, Fascism, Nazism, Totalitarian, Dawes Plan, Marshall Plan, Truman Doctrine, United Nations, Berlin Airlift, NATO, Warsaw Pact, Internment Camps, non-aggression pact, rationing, Cold War, domino theory

Assessments: 3-2-1 Exit Slip, Quiz, Propaganda Poster for WWII, T-Chart Comparison, 1 Minute Essay, Alike But Different Comparison, Map Analysis, Create an Electronic Collage, Learning Stations, Bumper Sticker for the Cold War, Common Assessment

Fourth Quarter: Post-WWII Europe and Environmental Concerns

Core Content: 5.3.5, 5.3.6, 4.4.2, Secondary Emphasis: 3.3.1, 3.4.3Program of Studies: SS-H-HP-S-4, SS-H-Ge-S-4, SS-H-Ec-S-4

Students will research historical events using a variety of sources.

Analyze relationships and interactions between human activities and the physical environment.

Students will explain the cause and effect of economic interaction ( supply and demand, incentives, competition, and mandates ).

Weeks 12-16: The World Today (Unit 10)

Students will analyze the following variables and the impact each had on the changes the world experienced: (5.3.5, 5.3.6 DOK 3)

Cold War (Chapter 18) Explain and give examples of how numerous factors influence

the supply and demand (Supply, technology, cost of inputs, sellers, demand, Communism during the Cold War, Reality Store Follow-up) (3.3.1 DOK 2)

Formation of New Nations (Africa, Asia, Israel, Europe: (Chapter 19,20)

The World Today, Globalization, Environmental Challenges, etc. (Chapter 22)

Explain how modifications to the physical environment, perspectives on the use of natural resources, and natural disasters may have global effects in the modern worl (5.3.6 DOK 3)

Explain and give examples of how interdependence of personal, national and international economic activities result in international issues: What is a Global Economy? How did we get to a Global Economy? What is the relationship between U.S/China, U.S./India, U.S./Japan in terms of economies (3.4.3 DOK 2)

Essential Questions:1. How have countries around the world addressed the challenges

of rapid social, political and economic changes during the second half of the 20th century?

2. What challenges have an interdependent world created on society?

3. Has economic interdependence had a more positive or negative impact on the modern world?

4. What events occurred during the Hutu and Tutsi conflict?5. Why has there been little done by the UN to stop the atrocities

in Darfur and Rwanda?

Learning Target:1.  I can explain how countries of the world have addressed the challenges of rapid social, political, and economic changes in the second half of the 20th century.2.  I can identify the challenges an interdependent world has created on society.3.  I can justify whether economic interdependence has had a more positive or negative impact on the modern world.4.  I can describe the events during the Hutu and Tutsi conflict in Rwanda.5.  I can explain why there was little done by the UN to stop the atrocities in Darfur and Rwanda.

Literacy Standards : Standard 1 and 8: UpFront Current Event Articles, An Inconvenient Truth, 60 Minutes EpisodesStandard 4: Word Sort, Close Sort, Pre-Reading Focus

Instructional Strategies: UnitedStreaming Video Clip: The Soviet Union Chronicles, Globalization Article by Brent Sowder and Analysis, PowerPoint Project, Hotel Rwanda, Medicine Man, An Inconvienant Truth, Darfur Article, UnitedStreaming Video “A Land Apart” (Apartheid), Global Warming Article, 60 Minutes Segment: Amazon Crude, “Is the Global Economy Unstable?” Article, Venn Diagram

comparison of Rwanda, Cambodia, and Darfur

Key Vocabulary : globalization, interdependence, ethnic conflict, genocide, deforestation, Hutu, Tutsi, deforestation, developing nations, geographical reasons, Khmer Rouge, outsourcing

Assessments: Historical Movie Critique, Venn Diagram, Graph interpretation, PowerPoint, Common Assessment