WORLD CIVILIZATION COURSE SYLLABIPENDLETON COUNTY HIGH SCHOOL

2012-2013MRS. RACHEL A. PERRAUT

Rachel.Perraut@pendleton.kyschools.us

“I think, therefore I am”-Rene Descartes

Introduction and Course Description-Welcome to a journey through time to discover the history of Europe. This course will begin in the late Middle Ages and will continue through the fall of communism, culminating with the genocide in Rwanda and 20th century environmental concerns.

World Civilizations will be a rigorous course you will take this year but hopefully it will also be one of the most rewarding. We will discuss the lives of Chaucer, Joan of Arc, Shakespeare, Da Vinci, Michelangelo, Machiavelli, Elizabeth I, Voltaire, Thomas More, Martin Luther, Henry VIII, Magellan, Columbus, Louis XIV, Newton, Copernicus, Galileo, Napoleon, Locke, Karl Marx, Darwin, Peter the Great, Einstein, Lenin, Stalin, Hitler, Mussolini, Freud, and Van Gogh just to name a few. By studying these people and others we will survey the intellectual, cultural, political, diplomatic, social and economic history of Europe.

Textbook-Ellis, Esler, World History, The Modern Era. Prentice-Hall

Required Classroom Materials-You are required to purchase and bring to class daily:

A binder or folder for all class work A notebook for class notes A writing utensil

Discipline-Discipline will follow school policy as stated in the student handbook

Proper Classroom Behavior-There is to be NO food or drink, tobacco products, profanity or sleeping during class time. Stay in your seats. There is to be NO talking while someone else has the floor. You’ll have your turn.

Classroom Rules and Responsibilities-1.You must be in class and seated by the tardy bell. Tardies will result in:1-2 tardies=Verbal warning3 or more= detention

1. Students will be given 2 hall passes each nine weeks (i.e. to be used for restroom, locker or office passes). For each hall pass NOT used 10 bonus points will be added to the student’s total points for the nine weeks.

2. Regular class attendance is critical since projects/quizzes/tests will be based on class notes/discussions, not always textbook material.

3. All assignments are to be turned in on time. 10 Points will be deducted each day work is late. If you have an excused absence, work is due the day you return to class.

4. An unexcused absence will result in a zero for the missed assignments. Even Unit Tests!

5. Cheating/plagerism will NOT be tolerated and will result in the enforcement of school policy.

Grading-DAILY GRADES (20 Points)WorksheetsNotetakingQuizzesStudy GuidesParticipationCurrent Events

UNIT TESTS-Test length will vary with each unit. They will consist of Multiple Choice Questions and Constructed Responses (Essay and Short-Answer)

PROJECTS (100 Points)During each unit, students will complete one project, which may be individually or group assigned. This may include PowerPoint presentations, book reviews, etc.

BINDER150 Points possible each nine weeksORGANIZATION OF NOTEBOOKSections should be divided according to the following titles:Handouts/WorksheetsUnit Tests

SEMESTER/FINAL EXAMSStudents will take a semester exam in December and a final exam in May. Both will be comprehensive.

GRADING SCALEA 93-100B 85-92C 75-84D 65-74F 0-64

Units of StudyUnit 1 The Late Middle Ages Unit 6 Industrial RevolutionUnit 2 Renaissance and Reformation Unit 7 Imperialism and World War IUnit 3 Age of Change Unit 8 Russian RevolutionUnit 4 Enlightenment and American Revolution Unit 9 World War II and Cold WarUnit 5 Absolutism and French Revolution Unit 10The World Today

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 nonprint 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 Open Responses, write open responses, re-write open 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

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 scarcity?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 will describe scarcity.2. I will describe the choices that must be made at the personal, societal and governmental

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

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

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

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

Literacy Standards:Standard 1 and 2: “The Plague Hits Florence”Standard 4: Word Sort, Close Sort, Pre-Reading FocusStandard 5: Magna Carta Excerpt Weeks 3-5: Culture of the Renaissance and Reformation 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) (KCCT pg. 47-52 “Defining Culture”)

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 will explain the impact of culture on society.2. I will describe how the ideas of the Classical Age impacted people’s perspectives

during the Renaissance and Reformation.3. I will compare and contrast Reniassance customs to those in today’s society.4. I will 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.

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,

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

Weeks 6-9: Age of ChangeStudents 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 will 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.

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

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

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

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 will describe how cultural revolutions bring about changes in thought and government.3.  I will describe the effect the Enlightenment has had on the modern political world.4.  I can identify various Enlightenment thinkers.5.  I can explain the implact the Enlightenment had on the American Revolution.

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,

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

Weeks 4-5: Absolutism and the French RevolutionStudents 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 (KCCT 16-22 “Sources of Power”) (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, Cahterine 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.

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

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

Weeks 6-9: Industrial RevolutionStudents 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) Chapter 9, KCCT 225-226) (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.

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

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

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)

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) (KCCT 70-73, “Conflict and Competition”, Chapter 18) (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.

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

Literacy Standards:Standard 1: “White Man’s Burden”, All Quiet on the Western Front

Standard 4: Word Sort, Close Sort, Pre-Reading FocusStandard 7: Creation of ABC Book for WWI

Weeks 5-6: The Russian Revolution and the Fall of Democracy in the West

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, genocid) (KCCT 70-73, “Conflict and Competition”, Chapter 18) (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 will describe the differences between the major economic systems.2.  I can identify the key Russian political figures between 1910-1935.3.  I will 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.

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

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

Weeks 7-11: World War II and Its Aftermath (1931-1955)

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) (KCCT 70-73, “Conflict and Competition”, Chapter 18) (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 will identify the events that led to the outbreak of WWII.

2.  I will 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 will 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 will identify the new nations created after WWII.8.  I will 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 will describe the social conditions present in Nazi Germany.11.  I will compare the causes of WWI with those of WWII.12.  I can describe how propaganda was used during World War II.13.  I will explain the rationale for establishing Japanese Internment Camps in the United States.

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

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

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

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, Black Market: KCCT 103-117, 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 world (KCCT 162-177) (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 (KCCT 127-130, “Financial Interdependence and International Concerns) (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 will 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 will identify the challenges an interdependent world has created on society.3.  I will 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 will explain why there was little done by the UN to stop the atrocities in Darfur and Rwanda.

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

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