WGSD Curriculum World Civilizations A Government (3) DRAFT
Transcript of WGSD Curriculum World Civilizations A Government (3) DRAFT
WGSD Curriculum World Civilizations AGovernment (#3) DRAFT
High Priority Standards (CCSS, State, National, TILS, CREDE, etc.)
SS1 Knowledge of the principles expressed in documents shaping republic in the United StatesSS2 Knowledge of principles and processes of governance systems
Learning Goal
Students will be able to analyze the basic principles of various political ideologies and investigate how the changes in government systems have impacted world history.
Proficiency Scales
4: The student demonstrates an indepth inference or advanced application, or innovates with the learning goal.
3: Students demonstrates mastery of the learning goal by● comparing and contrasting various political ideologies. (SS 2b)● critiquing how similarities and differences have led to change in
governments over time. (SS 2c) (SS1b)
2: Students demonstrate he/she is nearing the learning goal by
● recognizing and recalling specific vocabulary, such as democracy, oligarchy, republic, tyranny, monarchical systems, feudalism,
imperial rule, dyarchy, puppet emperors, shogunate, dictatorship,
despot, citystates, tribal governments, codified law systems,
bureaucracy, and absolute rule.
● performing specific processes, such as
● defining the various political structures.● outlining political changes.● identifying outcomes of political change.
1: The student demonstrates limited understanding or skill with the learning goal.
Learning Targets
● Students will learn to differentiate between the types of government systems used in World History.
● Students will learn impact of government systems on civilization and how cultural diffusion impacts the development of these political structures.
WGSD Curriculum World Civilizations A Customs, Traditions, Language (# 4)DRAFT
High Priority Standards (CCSS, State, National, TILS, CREDE, etc.)
SS5 Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment.
SS6 Knowledge of relationships of the individual and groups to institutions and cultural traditions
Learning Goal
Students will be able to assess similarities and differences between various civilizations as they interact through cultural diffusion and analyze how that interaction leads to the rise and fall of civilizations.
Proficiency Scales
4: The student demonstrates an indepth inference or advanced application, or innovates with the learning goal.
3: The student demonstrates mastery of the learning goal by● critiquing how geographic location and cultural diffusion lead to
the rise and fall of empires. (SS 5c, and f)● analyzing how cultures interact through trade, war and migration.
(SS 6 k)
2: The student demonstrates he/she is nearing the learning goal by● recognizing and recalling specific vocabulary, such as cultural
diffusion, trade, migration patterns, archaeology, and
anthropology.
● performing specific processes, such as explaining how societies
develop different ideologies based on their interactions with others and their geographic location.
1: The student demonstrates limited understanding or skill with the learning goal.
Learning Targets
Students will learn the impact of cultural diffusion and its relationship to the rise and fall of societies.
WGSD Curriculum World Civilizations A Economics (#7)DRAFT
High Priority Standards (CCSS, State, National, TILS, CREDE, etc.)
SS3b I. Knowledge of continuity and change in the history of the world
Learning Goal
Students will be able to apply ideas about economic theories and practices and describe their effect upon various societies.
Proficiency Scales
4: The student demonstrates an indepth inference or advanced application, or innovates with the learning goal.
3: The student demonstrates mastery of the learning goal by:● comparing and contrasting the economic principles of the ancient
world to modern economic systems. (SS3b I)● drawing conclusions about economic principles and how they
impact the development of civilizations.(SS3b L)
2: The student demonstrates he/she is nearing the learning goal by
● recognizing and recalling specific vocabulary, such as: agrarian, trade and barter, trade routes,treasury, monetary systems,
slavery,subsistence agriculture, bazaar, commercial capitalism,
guilds, serfdom, mercantilism, and cottage industry. (SS3b I and L) ● performing specific processes, such as
○ defining key examples of economic systems, such as,
feudalism, manorialism, mercantilism, laissezfaire
capitalism, and socialism. (SS 3b L)○ identifying the connection between trade and currency and
economic growth. (SS 3b I)
1: The student demonstrates limited understanding or skill with the learning goal.
Learning Targets● Students will learn how economic structures impacted the growth of civilizations. ● Students will learn about the various types of economic structures in the world and compare
them.● Students will learn about trade and barter economies and how societies changed with the
introduction of monetary systems.
Learning Design
WGSD Curriculum World Civilizations A War and Conflict (#5)DRAFT
High Priority Standards (CCSS, State, National, TILS, CREDE, etc.)
SS2 Knowledge of principles and processes of governance systemsSS3b Knowledge of continuity and change in the history of the worldSS6 Knowledge of relationships of the individual and groups to institutions and crucial traditions
Learning Goal
Students will be able to interpret the impact of the causes of war and how war changes society and leads to technological advancements.
Proficiency Scales
4:The student demonstrates an indepth inference or advanced application, or innovates with the learning goal.
3: Students demonstrate mastery of learning goal by● analyzing primary source documents to determine how ancient
wars impact modern warfare. (SS3 K, SS3 M, SS3 N) ● debating the causes of war and their relationship to the rise and
fall of civilizations. (SS3 K, SS3 M, SS3 N)
2: Student demonstrates he/she is learning the goal by ● recognizing or recalling specific vocabulary, such as revolution,
imperialism, diversity, vassalage, subinfeudation, nationalism,
balance of power, legions, radicalism, racism, suppress, apartheid,
westernization, and jihad (SS3 K and SS 6 O)
● performing specific processes, such as identifying major causes of war and explaining how war impacts development of civilization (SS2 C)
1: The student demonstrates limited understanding or skill with the the learning goal.
Learning Targets● Students will learn the reasons societies go to war.● Students will analyze the role of racism, imperialism, and nationalism and apply it to the causes
of war. ● Students will use primary source documents to analyze the way war impacts society and the rise
and fall of empires.
Learning Design
WGSD Curriculum World Civilizations ADemographic Change (#8)DRAFT
High Priority Standards (CCSS, State, National, TILS, CREDE, etc.)
SS3b Knowledge of continuity and change in the history of the world
Learning Goal
Students will be able to trace the impact historical demographic changes and human migration have played in the development of cultures throughout history.
Proficiency Scales
4: The student demonstrates an indepth inference or advanced application, or innovates with the learning goal.
3: The student demonstrates mastery of the learning goal by
● comparing and contrasting cultural differences affected by demographic movement. (SS 3b, o)
● identify problems and issues created by migration. ( SS 3b. 0)● assess the development of societies and cultures by demographic
changes. (SS 3b, o)
2: The student demonstrates he/she is nearing proficiency by
recognizing or recalling specific vocabulary, such asmigration, cultural diffusion, and sphere of influence
● performing specific processes, such as● recognizing how cultural interaction has been affected by
demographic and migrational changes.● demonstrating knowledge of migration history and cultural
development.
1: Student demonstrates limited understanding or skill with the learning goal.
Learning Targets ● Students learn how mass migration impacts the geographic terrain and the stress it places on
food production.● Students learn how migration impacts the economic components of regions and how society is
forced to change when this occurs.
WGSD Curriculum World Civilizations A Imperialism (#9)DRAFT
High Priority Standards (CCSS, State, National, TILS, CREDE, etc.)
SS3b Knowledge of continuity and change in the history of the worldSS 6 Knowledge of relationships of the individual and groups to institutions and cultural traditions.
Learning Goal
Students will be able to analyze the consequences and effects of European exploration, Japanese and European expansion, and imperialism throughout world history.
Proficiency Scales
4: The student demonstrates an indepth inference or advanced application, or innovates with the learning goal.
3: The student demonstrates mastery of the learning goal by ● tracing the development of exploration in the Western hemisphere,
Africa, and Asia. (SS3b I) ● identifying the causes and consequences of European and
Japanese expansion. (SS3b N)● assessing the role of imperialism in historical perspective. (SS 6 k,
0)
2: The student demonstrates he/she is nearing proficiency by ● recognizing and recalling specific vocabulary, such as:
imperialism, encomienda system, domino theory, extraterritoriality,
nationalism, oppression, and racial superiority, and caste systems.
● performing specific processes, such as● recognizing the relationship between exploration, trade, and
commerce. ● describing how exploration and expansion have affected
societies, increased trade, and impacted change in cultures.
1: Student demonstrates limited understanding or skill with the learning goal.
Learning Targets
● Students will learn how imperialism impact the ancient world and the modern world. ● Students will learn how racism, classism, and the idea of racial superiority have impacted Ancient and Modern
World History.