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Boulder Valley School District Department of Curriculum and Instruction

May 2009

World History Curriculum Essentials

Document

WorldHistoryCurriculumEssentialsMay2009 2

BoulderValleySchoolDistrict WorldHistoryCurriculumEssentialsDocument

DistrictAHelayneJones,[email protected]:303.245.5815fax:303.545.6477

DistrictBVicePresidentLesleySmith,[email protected]:303.245.5814

DistrictCLaurieAlbright,[email protected]:303.245.5817

[email protected]:303.245.5813


[email protected]:303.245.5818fax:303.438.8572


BVSDSuperintendentChristopherKing,[email protected]:303.447.5114fax:303.447.5134

BoulderValleySchoolDistrictBoardofEducation



TableofContents

GeneralIntroduction

WhatisaCurriculumEssentialsDocument?..................................................Page5CurriculumFramework:MacroandMicro....................................................Page6NewCenturyGraduate..............................................................................Pages78WhatareEnduringUnderstandingsandEssentialQuestions?.......................Page9TeachingforUnderstanding..........................................................................Page10WhatDoesitMeantoUnderstand?.............................................................Page11InstructionalFramework...............................................................................Page14CharacteristicsofaStandardsbasedCurriculum..................................Pages1516HighSchoolSocialStudiesEssentialLearnings....Pages1720DesignTemplates...................................................................................Pages2131Glossary.................................................................................................Pages3234

WorldHistoryCurriculumEssentials

SocialStudiesBackground.........................................................................Pages23SocialStudiesContentStandards..............................................................Pages46SocialStudiesEnduringUnderstandingsandEssentialQuestions..................Page7WorldHistoryEssentialLearnings..............................................................Pages89WorldHistoryCourseOverview....................................................................Page10WorldHistoryCurriculumEssentials......................................................Pages1131SuggestedTimelines.....Page32SocialStudiesScopeandSequence..Pages3335WorldHistoryGlossaryofTerms.....Page36ColoradoStateStatutesSpecifictoSocialStudiesInstruction2009..Page37



General Introduction



Becausewearefacedwithmorecontentthanwecanreasonablyaddress,weareobligatedtomakechoicesandframepriorities.Ausefulframeworkforestablishingprioritiesisgraphicallydepictedusing4nestedovals. The innermostoval,NewCenturyGraduate, represents thegoalsofschoolingthathavebeenidentifiedbytheBoulderValleySchoolDistrictcommunity.Movingtothenextoval,ContentStandards,levelsofperformanceforeachprogramofstudyareclearlyarticulated. Thethirdoval,EssentialLearnings,representstheviablecurriculum.Acurriculumisviablewhenthenumberoflearningscanbeaccomplishedinthetimeprovided(usuallyasemester,trimester,oryear).Thus,anEssentialsDocumentidentifiestheprioritiesforlearningthatarenecessaryforsuccessfullearningataparticulargradelevelorcourseandbeyond.Italsoidentifiestheessentialknowledge,skills,concepts,topics,andprocessesthatsupporttheattainmentoftheessentiallearning.Finally,thelargestovalrepresentsthefieldofallpossiblecontentthatmightbeexaminedduringagradelevelorcourse.Thisincludesextendedlearningopportunitiesforstudentswhohaveachievedtheessentiallearningsorattendingtobackgroundknowledgeandskillsthatstudentsmayneedtorevieworlearntoensureachievementofgradelevelorcourseessentiallearnings.

WhatisaCurriculumEssentialsDocument?HowDoesitRelatetoaGuaranteedandViableCurriculum?



TheNewCenturyGraduate identifiestheknowledge,skillsandpersonalcharacteristicsthatourcommunityhas identifiedasthegoalsofschooling.Programsofstudyandcurricularcontentareidentifiedandaddressedasameansforstudentstoattainthisbroaderunderstandingandoverallpurposeoflearning.

Schoo

lDistrict

CurriculumFramework:MacroandMicroLevels

AdaptedfromGrantWigginsandJayMcTighe(2007).SchoolingbyDesign.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment,64.



New Century Graduate KnowledgeandSkills

LifeCompetencies

Leadsabalancedlife:exhibitsphysicalfitness,knowsgoodnutritionrules,stayssafeanddrugfree,knowshowtohavefunandrelax,managesangerandstress,exhibitsselfsufficiencyandselfconfidence,andfinishestasks.

Understandsmoneymanagement,budgeting,balancingacheckbook,debtmanagement,andrecordkeeping.

Demonstratestimemanagementskillsandabroadbaseofknowledgeinpracticalskillssuchascooking,sewing,driving,andmapreading.

Knowshowtosearchforajobandknowswheretogotofindanswers.

Communication:SpeakingandWritingWritesandspeaksthoughtfullyandarticulatelytoinform,toexpressonesthinkingandcreativity,andto

communicatetodiverseaudiences.

Usescorrectgrammar,spelling,andmechanics;organizesforeffectiveness

Usestechnologyforeffectivecommunication.

Multicultural/GlobalPerspectiveUnderstandsglobalcustoms,economics,literature,history,politics,religions,geography,anddemographics.

Understandsthecontributionsofdifferentculturestooursociety

DemonstratesproficiencyinalanguageotherthanEnglish.

Literacy:ReadingReadscritically,fluently,andwithcomprehension.

Readsforinformationresearch,pleasureandknowledgeofliterature.

MathematicsDemonstratesbasicmathcomputationalskillsandunderstandhigherlevelmathematicalconceptsandreasoning.

Understandsconservationandresourcemanagement.

HistoryPossessesknowledgeofAmericanandWorldHistoriesandtheirinfluenceuponthepresentandthefuture.

Employsliteratureasatoolforlearningabouthistoryacrosscultures.

ScienceDemonstratesbasicsciencesknowledgeandunderstandshighlevelscientificsystemsincluding

environmentalsystems.

Knowshowtoapplythescientificmethodtorealsituations.

ArtsExperiencesandappreciatesmusic,visualarts,danceandtheater.



New Century Graduate PersonalCharacteristics

RespectforOthers(ValuesOthers)Understandsandvaluesdifferencesincluding:cultural,religious,

ethnic,gender,age,andability.

InitiativeandCourageExhibitsselfmotivation,selfdiscipline,persistence,independence,confidence,curiosity,and

willingnesstotakerisks,withoutbeingafraidtofail.

CitizenshipUnderstandshisorherroleandresponsibilitiesandcontributestothecommunity,nation,andworld.

ResponsibilityTakesresponsibilityforownthoughtsandactions,acceptingthe

consequences.

EthicalBehaviorExhibitspersonalintegritythroughhonesty,fairness,sincerity,andasenseofjustice.

FlexibilityandOpenMindednessDemonstratesflexibility,openmindedness,adaptability,resiliency,andopennesstochange.

SelfrespectPossessesselfrespectandconfidence,whilerecognizingonesownlimitations.



Enduringunderstandingsarethebigideascentraltoacontentareathathavelastingvaluebeyondtheclassroomandaretransferabletonewsituations.Enduringunderstandingsdescribewhat,specifically,studentsshouldunderstandaboutthetopic.Suchunderstandingsaregenerallyabstractinnatureandareoftennotobvious,thusrequiringuncoveringofatopicthroughsustainedinquiry.Anunderstandingcanbeoverarchingortopical.Overarchingunderstandingsarebroad(asthenameimplies)andofferapossiblebridgetootherunitsandcourses.Overarchingunderstandingsatidentifiedatthedistrictlevel.Topicalunderstandingsareunitspecific,identifiedbyteachersabouttheunderstandingstheunitwillcultivateaboutspecifictopics.Essentialquestionsprovokedeepthought,livelydiscussion,sustainedinquiry,andnewunderstandingsculminatinginmeaningfulperformances.Theyrequirestudentstoconsideralternatives,weighevidence,supporttheirideas,andjustifyanswers.Essentialquestionsdonotyieldasinglestraightforwardanswer,butproducedifferentplausibleresponses,aboutwhichthoughtfulandknowledgeablepeoplemaydisagree.Essentialquestionssparkmeaningfulconnectionswithpriorlearningsandpersonalexperiencesandcreateopportunitiesfortransfertoothersituationsandsubjects.Anessentialquestionscanbeeitheroverarchingortopicalinscope.Overarchingessentialquestionsaregeneralinnature,causinggenuineandrelevantinquiryintothebigideasandcorecontent.Theycutacrossunitsand/orcourses.Topicalessentialquestionsfocusonaspecifictopicandmeanttobeansweredifonlyprovisionallybyunitsend.

WhatareEnduringUnderstandingsandEssentialQuestions?



If learning istoendure inaflexible,adaptableway for futureuse, thenteachersmustdesignunitsthat inprovideopportunityforstudentsto1)acquireknowledge;2)todeepenthemeaningofthatknowledgebyusingitmindfully,and3)totransfertheirlearningtonewsituationsorproblems.

TeachingforUnderstanding

Teaching for Understanding



WhatDoesitMeantoUnderstand?

AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment,2006.



WhatDoesitMeantoUnderstand?(continued)




LevelsofUnderstandingEssentialQuestions


Topic

Perspective Application

InterpretationExplanation

Empathy

SelfKn

owledge

Knowledge Comprehension



Arigorousandchallengingstandardsbasedinstructionalprogramensuresmaximumacademicachievementforallstudents.TheBoulderValleySchoolDistrictInstructionalFrameworkisagraphicrepresentationthatdemonstrateshowallofthecomponentsofaninstructionalprogramfittogether.Teachersshouldusethisframeworkanditsquestionstoguideinstructionalplanninganddecisionmaking.

InstructionalFrameworkMakingtheConnections



CharacteristicsofaBoulderValleySchoolDistrictStandardsbasedClassroom

CurriculumAllStudentsHaveAccesstotheGeneralEducationCurriculum

Standards/essentiallearningsareclearlyvisibleinwritinginageappropriatestudentfriendlylanguage

Continualcorrelationofcurriculumismadetothestandards/essentiallearnings Modelsofhighqualityproducts(teachergenerated,studentgeneratedorboth)areprovidedbythedistrict

Studentsandparentsareinformedofexpectations(coursesyllabuscourse,standards/essentiallearnings,gradingpolicy,homeworkpolicy,andfinalculminatingactivity)

Allstudentsareguaranteedaccesstothestandards/essentiallearnings Lessonsandunitsaredevelopedusingabackwardsdesignprocess Suggestedtimelinesarefollowed

InstructionQualityInstructionDemandsStudentTeacherCollaborationintheLearningProcess

Instructionfocusesonstandards/essentiallearnings/curriculum

ClearandhighexpectationforallstudentsInstructiondrivenbystandards/curriculum,notmaterialsorapublishedprogramFrequent,timely,meaningfulfeedbackofstudentaccomplishment

Instructionsupportsequitywithmultipleopportunitiestolearnthroughgrouping,scaffolding,differentiation,andextension

Teachersusemultipleformsofrepresentationareused(e.g.,pictures,words,symbols,diagrams,tables,graphs,wordwalls)Studentsactivelyengageinlearning

Participateinclassroomtalk(listening,elaborating,clarifying,expanding)Applyrigorous,strategicthinking(application,explanation,perspective,interpretation,perspective,empathy,selfknowledge)



CharacteristicsofaBoulderValleySchoolDistrictStandardsbasedClassroom

AssessmentAssessmentsareTightlyAlignedtotheStandards

Studentsandparentsareprovidedwithcleardescriptionsofproficiency Classroomgradingpracticesclearlyshowhowstudentsareprogressingtowardessentiallearnings/standards Gradingisbasedonattainmentofthestandards Studentunderstandingisassessedthroughmultipletypesofformativeandsummativeassessments Studentassessmentresultsareusedtomakeinstructionaldecisionsaboutwhatdirectiontotake Feedbackexplicitlyguidescontinuousprogresstowardmasteryofthestandardandisprovidedto

studentsinatimelymanner Opportunitiestorelearn,reassess,andextendlearningareembeddedineveryclassroom Teacherscollaborateinthedesignandanalysisofcommonassessmentsthatarealignedtostandards Studentscreateauthenticproductsandperformancesforcriticalaudiences

LearningEnvironmentAHealthyCommunityofLearnersThrivesonCollaborativeProcessesThatValuetheInputof

AllMembers

Positiverespectfulrelationshipsareevidentwithintheclassroom Studentsmonitorandmanagethequalityoftheirownlearning Studentenrollmentshowsgenderandracial/ethnicdiversity Verbalandnonverbalcuesindicatestudentengagement Teachersplansothattimeisusedpurposefullyandefficiently Studentsusetimeprovidedpurposefullyandefficiently Studentsandteachersnegotiateandsharedecisionsthatpositivelyimpactthelearningenvironment Teachershelpstudentsmakeconnectionsbetweencommunity,nation,world,andself Teachersshowaconnectednesswithallstudents,respectfulofstudentdiversityandindividualdifferences Studentsbelievetheyarecapableofsuccess,takeriskstoengageinnewexperiences,andextendskillsandhabitsofmind



HighSchoolSocialStudiesEssentialLearnings

UnitedStatesGovernment

TracestheoriginsofAmericandemocracytoclassicalcivilizations,Enlightenmentphilosophy,andBritishpoliticaltraditions

ExplainstherightsandresponsibilitiesofUnitedStatescitizens DescribestheuniquecharacteristicsofUnitedStatesgovernment Explainsthecontent,structure,andunderlyingprinciplesofthefederal

constitution Analyzesthepowersandfunctionsoftheexecutivebranch Analyzesthepowersandfunctionsofthejudicialbranch Analyzesthepowersandfunctionsofthelegislativebranch Evaluatestherolesofvoters,association,lobbyists,andgroupsinlocal,state,andnationalparties

ConnectscurrentissuestolongstandingdebatesinAmericanpolitics(e.g.,federalism,individualrightsv.publicrights,privacy,service) Explainswhystateshavetheirownconstitutionsandtherelationshipofstateconstitutionstothefederalconstitution

Discussestheimportanceofcommunityengagementinfosteringresponsiblecitizens Appliesreadingandwritingskillstoinquire,thinkcritically,andapplycivic

conceptstonewsituations




WorldGeography

Demonstratestheimportanceofunderstandingculturetosolveproblems Discussesthemeaningofchangesinpoliticalboundaries Selectsappropriategeographictoolsinordertoanalyzechangesinpopulationand

demographicstopredictfuturechallenges Analyzestheimpactofmovementofgoods,ideas,andpeopleovertime Analyzesthecomplexityofurbangeography Describesthevariouslayers(localtointernational)ofinfluenceontherateofeconomicdevelopment

Participatesinacasestudyofthelocalcommunitytoanalyzetheinteractionofhumansystems

Appliesgeographicskills,questions,andproblemsolvingtounderstandemergingandongoingworldevents Analyzesthecomplexinteractionsbetweenhumansandtheirphysicalgeography Gathersinformationfromavarietyofdatasetsinordertodrawconclusionsaboutthecharacteristicsofplace

Appliesreadingandwritingskillstoinquire,thinkcritically,andapplygeographyconceptstonewsituations

Economics

Explainshoweconomicchoicesareinfluencedbycomplexinteractionsofmarketconditionsandindividualpriorities

Analyzeshowgovernmentsorganizetoinfluencethedistributionandcontrolofcapital,goods,andservices

Identifieshowthesystemoftradehaslocal,national,andinternationalinfluences Explainstheroles,rights,processes,andresponsibilitiesofindividualsin

interactingwiththesystemoftradeandexchange Analyzestheimpactofscientificandtechnologicaldevelopmentonindividualsandsociety(i.e.,computers,fiberoptics,andtheinternet)

Appliesreadingandwritingskillstoinquire,thinkcritically,andapplyeconomicconceptstonewsituations




WorldHistory

Evaluatesthemajorsourcesofsocialtension,conflict,andeconomicdisparityintheinthecontemporaryworld

Appliesreadingandwritingskillstoinquire,thinkcritically,andapplyhistoryconceptstonewsituations

DescribestheencountersbetweenpeoplesofSubSaharanAfrica,Asia,andtheAmericasinthelate15thandearly16thcenturies DescribestheoriginsandconsequencesoftheslavetradeinAfricaandtheAmericas AnalyzesthecausesandeffectsofEuropean,AmericanandJapaneseimperialexpansion GivesexamplesofthevaryingresponsesofAfricanpeoplestoworldeconomic

developmentsandEuropeanImperialism Describesmajorshiftsinworldgeopoliticsfrom1900tothepresentininternationalaffairsand

explainsthechangingroleofworldpowersininternationalaffairs Analyzeshowpopulation,economic,andtechnologicalchangeacceleratedfrom1450to1770 Explainsthecausesandconsequencesoftheagriculturalandindustrialrevolutions,17001850 Evaluatestheimpactofnewsocialmovementsandcultural,intellectual,andeducationaltrends RecognizeshowmodernnationalismaffectedEuropeanpoliticsandsociety Identifiesthesuccessesandfailuresinthesearchforpeaceandstabilityinthepostworldwars Identifiestheeconomic,social,andpoliticaltransformationsinAfrica,Asia,andLatinAmericaasaresultofwarandindependence AnalyzestheextentandlimitsofChineseregionalpowerundertheMingDynasty CompareshowAsiansocietiesweretransformedintheeraofincreasedglobal

contacts IdentifiesmajorculturaltrendsinAsiabetweenthe16thand18thcenturies DescribeshowtheFrenchRevolutioncontributedtotransformationsinEuropeandtheworld ComparesandcontraststheprocessandimpactofindependentforLatinAmericancountriesintheearly19thcentury AssessestheimpactofglobaltradeonEurasiansocieties17501870 Createsatheoryofthecausesandglobalconsequencesofinternationalconflictinthe20thcentury ExaminessocialtrendsinEuropewithintheframeworkoftheRenaissanceandReformation DescribesthesignificanceoftheRenaissance,Reformation,andCatholicReformation DescribestheeffectsoftherisingmilitaryandeconomicpowerofEuropeanstatesbetweenthe16thand18thcenturies EvaluateshowtheScientificRevolutionandEnlightenmentcontributedtotransformationsin

Europeansociety




AmericanHistoryII:1890toPresent

AssessestheroleofindustrializationontheestablishmentoftheUnitedStatesasaworldcommercialpower

Analyzesthecausesandconsequencesofimperialism,includingexpansionandinterventioninAsia,thePacific,andWesternHemisphere AnalyzeshowthebeliefsoftheProgressiveEraarereflectedindebatesaboutcurrentevents EvaluatesthecausesandconsequencesoftheGreatDepressiononcitizens,businesses,andthegovernment

ComparesandcontraststhecausesandconsequencesofWorldWarIandWorldWarIIontheUnitedStates

AnalyzestheestablishmentoftheUnitedStatesasaglobalsuperpower Debatestheeffectivenessofconservativesandliberalsinaffectingchangeinthelate20th Tracesthechallengesofthe21stcenturytopreviousactions,ideas,andbeliefs

century Criticallyexamineshistorythroughdifferentperspectivesandthendrawsconclusionsbasedoninterpretationoffacts

Appliesreadingandwritingskillstoinquire,thinkcritically,andapplyhistoricalconceptstonewsituations

TracesthepatternsofthoughtandrootsofconflicttopreviouseventsinUnitedStateshistory



Design Templates



DesiredResults

BVSDStandard(s)/EssentialLearnings

UnitEnduringUnderstandings UnitEssentialQuestions

Studentswillknow Studentswillbeableto

Performance/TransferTasks OtherEvidence

Rubric StudentSelfAssessmentandReflection

AssessmentEvidence

UnitDesignTemplate



LearningPlans

LearningActivities

Materials Accommodations

TechnologyIntegration

UnitDesignTemplate(continued)



UnitDesignTemplate

EssentialLearning:

Assessment:

TeachingforUnderstanding

AcquireKnowledge MakeMeaning Transfer

EssentialQuestions

LearningActivities

Materials

Accommodations



Month Assessment KnowledgeSkills

LearningActivities

Standards/EssentialLearnings

Accommodations

Materials

CurriculumMap



August September October November


December

Assessment

Knowledge

Skills

LearningActivities

Materials

Accommodations

CurriculumMap



January February March April


May

Assessment

Knowledge

Skills

LearningActivities

Materials

Accommodations

CurriculumMap



Standards Assessment KnowledgeandSkills

LearningActivities Accommodations Materials

Science

Math

Reading

Writing

MonthTheme:UnitGuidingQuestion(s):

Speaking

Listening

SocialStudies

Health

CurriculumMap



Reading Writing Math ScienceSocialStudies Health

Speaking/Listening

August

September

October

November

December

January

February

March

April

May

YearAtAGlance

CurriculumMap



Unit:Timing:

EssentialQuestions


Notes Assessments KnowledgeandSkills

LearningActivities Accommodations Materials

CurriculumMap



Unit:Timing:

CurriculumMap


EnduringUnderstandingsEssentialQuestions

AssessmentKnowledgeandSkillsLearningActivitiesAccommodationsMaterials



CurriculumGlossaryofTerms

Anchor Ananchorisasampleofworkorperformanceusedtosetthespecificperformancestandardforeachlevelofproficiency.Anchorscontributetoscoringreliabilityandsupportstudentsbyprovidingtangiblemodelsofqualitywork.

Assessment Assessmentreferstotheactofdeterminingavalueordegree.

Authenticassessment Anauthenticassessmentisonecomposedoftasksandactivitiesdesigntosimulateorreplicateimportant,realworldchallenges.Itasksastudenttouseknowledgeinrealworldways,withgenuinepurposes,audiences,andsituationalvariables.Authenticassessmentsaremeanttodomorethantest;theyshouldteachstudentswhatthedoingofasubjectlookslikeandwhatkindsofperformancechallengesareactuallyconsideredmostimportantinafieldorprofession.

BackwardDesign Anapproachtodesigningacurriculumorunitthatbeginswiththeendinmindanddesignstowardthatend.ThistermisusedbyGrantWigginsandJayMcTigheinUnderstandingbyDesign.

Benchmark Clearlydemarcatedprogresspointsthatserveasconcreteindicatorsforastandard.

BigIdea InUnderstandingbyDesign(WigginsandMcTighe,2005),thecoreconcepts,principles,theories,andprocessesthatshouldserveasthefocalpointofthecurriculum,instruction,andassessment.Bigideasareenduringandimportantandtransferablebeyondthescopeofaparticularunit.

Concept Aconceptisamentalconstructorcategoryrepresentedbyawordorphrase.Conceptsincludebothtangibleobjects(chair,telephone)andabstractideas(bravery,anarchy).

ContentStandard Acontentstandardanswersthequestion,Whatastudentshouldknow,doorunderstand?

Curriculum Thecurriculumrepresentswhatshouldbetaught.Itisanexplicitandcomprehensiveplanthatisbasedoncontentandprocessstandards.

CurriculumImplementation Curriculumimplementationisputtingthecurriculumintoplace.

CurriculumMapping Curriculummappingandwebbingareapproachesthatrequireteacherstoalignthecurriculum,standards,andlearningactivitiesacrossgradelevels,withinagradeleveltoensureacontinuumoflearningthatmakessenseforallstudents.

EnduringUnderstanding Enduringunderstandingsarespecificinferences,basedonbigideasthathavelastingvaluebeyondtheclassroom.Theyarefullsentencestatementsthatdescribespecificallywhatstudentswillunderstandaboutthetopic.




EssentialLearnings EssentialLearningsarethebackboneofaguaranteedviablecurriculum.EssentialLearningsarealignedwithstandardsandarticulatetheskills,content,andconceptsdeterminedtobenonnegotiableareasofproficiencyattainmentbyallstudentssothattheyarepreparedforthenextyear/levelofeducation.TheEssentialLearningsarethemandatedcurriculumoftheBoulderValleySchoolDistrictandformthebasisuponwhichsummativeassessmentsarecreated.

GuaranteedViableCurriculum In researching what works in schools, Robert Marzano (2003), found fiveschoollevel factors that promote student achievement. Using the process ofstatistical effect size analysis,Marzano concluded that a guaranteed and viablecurriculumisthemostpowerfulschoollevelfactorindeterminingoverallstudentachievement. Marzano defines a guaranteed and viable curriculum as acombination of opportunity to learn (guaranteed) and time to learn (viable).AccordingtoMarzano,studentshavetheopportunitytolearnwhentheystudyacurriculumthatclearlyarticulatesrequiredstandardstobeaddressedatspecificgrade levelsand inspecificcourses. Acurriculum isviablewhen thenumberofrequiredstandards ismanageable forastudent to learntoa levelofmastery inthetimeprovided(usuallyasemester,trimester,oryear).

LearningActivities Theserepresenttheexperiencesandinstructionthatwillenablestudentstoachievethedesiredresultssuchasmaterials,projects,lectures,videos,homework,assignments,presentations,accommodations,andvocabulary.

EssentialQuestion AnEssentialQuestionliesattheheartofasubjectoracurriculum(asopposedtobeingeithertrivialorleading)andpromotesinquiryanduncoverageofasubject.Essentialquestionsdonotyieldasingleanswer,butproducedifferentplausibleresponses,aboutwhichthoughtfulandknowledgeablepeoplemaydisagree.Anessentialquestioncanbeoverarching,gradelevelspecific,orunitspecificinscope.

EssentialTopics,Skills,Processes,Concepts

Thetopics,skills,processes,andconceptsclarifytheEssentialLearnings,describeindicatorsofachievement,andinformtheselectionofformativeandsummativeassessments.

Formativeassessment Anassessmentisconsideredformativewhenthefeedbackfromlearningactivitiesisactuallyusedtoadapttheteachingtomeetthelearner'sneeds.

PerformanceTask Aperformancetaskusesonesknowledgetoeffectivelyactorbringtofruitionacomplexproductthatrevealsonesknowledgeandexpertise.

Prerequisiteknowledgeandskill Theknowledgeandskillrequiredtosuccessfullyperformaculminatingtasksorachieveanunderstanding.Thesetypicallyidentifydiscreteknowledgeandknowhowrequiredtoputeverythingtogetherinameaningful,finalperformance.




Processes Processesincludeallthestrategies,decisions,andsubskillsastudentusesinmeetingthecontentstandard.

Product Thetangibleandstableresultofaperformanceandtheprocessesthatledtoit.Theproductisvalidforassessingthestudentsknowledgetotheextentthatsuccessorfailureinproducingtheproductreflectstheknowledgetaughtandbeingassessed.

Rubric Ascoringtoolthatratesperformanceaccordingtoclearlystatedlevelsofcriteriaandenablesstudentstoselfassess.Arubricanswersthequestion,Whatdoesunderstandingorproficiencyforanidentifiedresultlooklike?Thescalescanbenumericordescriptive.

ScopeandSequence Scopereferstothebreadthanddepthofcontenttobecoveredinacurriculumatanyonetime(e.g.week,term,year,overastudentsschoollife).Sequencereferstotheorderinwhichcontentispresentedtolearnersovertime.Theorderinwhichyoudoit.Togetherascopeandsequenceoflearningbringordertothedeliveryofcontent,supportingthemaximizingofstudentlearningandofferingsustainedopportunitiesforlearning.Withoutaconsideredscopeandsequencethereistheriskofadhoccontentdeliveryandthemissingofsignificantlearning.

Strategies Strategiesareprocedures,methods,ortechniquestoaccomplishanessentiallearning.

Summativeassessment Anassessmentisconsideredsummativewhenthefeedbackisusedasasummaryofthelearninguptoagivenpointintime.

WorldHistoryCurriculumEssentialsMay2009


WorldHistoryCurriculumEssentials



TheSocialStudiescurriculumcouncilbeganmeetingintheFallof2007.Thiscurriculumisaresultoftheirfocusedattentionandabilitytoexamineandincorporateresearchaboutbestpracticesineducation.TheworkthatfollowsincorporatestheideasofmanyresearchersincludingRobertMarzano,JosephKahne,VirginiaGay,ChristineSleeter,andRandallLindsey.Eachofwhomaddressedoneormoreofourgoals:

Viability CulturallyProficiency Currency IncorporatesNewCenturyGraduate

Characteristics AddressestheDemocracyDivide

ViabilityInordertocreateacurriculumthatcanbetaughtusingtheteachinglearningcycle,eachcontentareawastrimmed,inordertoemphasizedepthinourinstruction.Creatingaviablecurriculumwillhelpusinoureffortstoclosetheachievementgap.

CulturalProficiencyJustasthegoalsofBVSDembraceincreasingtheculturalproficiencyofthedistrict,thiscurriculumisdesignedtodosoforthelearner.Lindseyidentifies5strategiesformovingtowardculturalproficiency:Knowyourdifferences,valuedifference,manageconflict,adapttodiversityandteachaboutculture.Theseskillsarebuiltintoeverygradelevelcurricula.Byintroducingculturesnotpreviouslyemphasizedinourcurriculum,allowingforculturalrelevancybybringingthestudentscultureintotheclassroom,andbyincorporatingavarietyofperspectivesonessentialissues,thiscurriculumwillbeastepinmovingoursystemforwardinembracingdifference,andnarrowingourachievementgap.

CurrencyWhatdoesacurrentcurriculumlooklike?Ourcurrentstudentswillfaceaworldveryunlikeourown.

Weaddressedfiveissuestobringcurrencyintothecurriculum:1. ChangeInthefastpacedworldourstudents

encounterthereisonethemethattheywillneedtheskillstoaddressintheirlives:Change.Thethemeofchange:observingchange,predictingchange,adaptingtochangeandcreatingchangeareimbeddedideasateverylevel.

2.RegionalFocusAdditionally,thecontentfocushasshiftedtoincreaseattentiononAsia.

3. CurrentEventsEachgradelevelwillberesponsibleforbringingingradeappropriatediscussionofcurrentevents.

4. TechnologyAnuptodatesocialstudiescurriculumwillembracethetechnologicaltoolsthatnotonlyenhancethesocialstudiesbutmakenewlearningpossible.TheUSdepartmentofLaborstatesthatcareersinvolvingtheuseofGeospatialtechnologiesareoneofthetop14careersofthefuture.Thesecareerswillbeasdiverseasremotesensing,datacollection,environmentandurbanplanning,anddigitalcartography.TheopeningofGeospatialtechnologiestostudentsasyoungaskindergartenwillopennewavenuestounderstandingandanalyzingourworld.

5.EconomicsAsafinalupdate,wehaveincreasedtheamountandfrequencyofeconomiccontentateverylevel.Asourstudentsenteraworldofcomplexeconomics,werespondedtotheneedsshowninoursociety.

NewCenturyGraduateTheNewCenturyGraduatecharacteristicsthatinvolvethesocialstudiesincorporate10ofthecategoriesdesignatedinthisdocument.

BoulderValleySchoolDistrictSocialStudiesBackground



TheseincludeLifeCompetency:MoneyManagement,Communicationwithdiverseaudiences,MulticulturalPerspectives,Literacy,MathematicsandSpatialunderstanding,ThinkingandReasoning,appliedTechnology,InterpersonalCompetency,GovernmentandCivics,andHistory.Theessentialunderstandingsofeachgradelevelareareflectionofthesegoals.

DemocracyDivideFinally,thecurriculumfocusesonwhatJosephKahnehaslabeledtheDemocracyDivide.TheDemocracyDivideiscreatedafterhighschool,butisreflectedintheachievementgapandthetypesofactivitiesthatareencounteredaspartofacivicseducation.Thisresearchshowsthatthepatternscreatedinschoolcreateadivideintheparticipationofadultsindemocraticinstitutions.Ourcurriculumincorporatedthenotionthatourstudentsshouldbeinvolvedinsimulatingandparticipatingingovernmentfromtheearliestages.Bennett,Linda,ed.DigitalAge:TechnologyBasedk12LessonPlans.SilverSpring,MD:NCSS,2007.Blankstein,AlanM.,PaulD.Houston,andRobertW.Cole,eds.EngagingEveryLearner.NewYork:CorwinP,2006."CreatingCulturallyResponsiveCurriculum."CreatingCulturallyResponsiveCurriculum.CRUECenter,Denver,Colorado.102007.Gay,Geneva.CulturallyResponsiveTeaching:Theory,ResearchandPractice.NewYork:TeachersCollegeP,TeachersCollege,ColumbiaUniversity,2000.Kahne,Joseph,andEllenMiddaugh."DemocracyforSome:TheCivicOpportunityGapinHighSchool."22008.CenterforInformationandResearchonCivicLearning.62008.

Lindsey,RandallB.,KikanzaNuriRobins,andRaymondD.Terrell.CulturalProficiency:AManualforSchoolLeaders.NewYork:CorwinP,2003.Marzano,RobertJ.,DebraPickering,andJaneE.Pollock.ClassroomInstructionThatWorks:ResearchBasedStrategiesforIncreasingStudentAchievement.Alexandria:AssociationforSupervision&CurriculumDevelopment,2001.NationalPersonalFinanceStandards.1997.JumpStart.11Nov.2008.NationalStandardsforWorldHistoryGrades512."NationalCenterforHistoryintheSchools.Web.Spring2009..ManyELRsarecopiedinwholeorinpart,withpermissionfromtheNationalCenterforHistoryintheSchools,UCLA.Sleeter,ChristineE.UnStandardizingCurriculum:MulticulturalTeachingintheStandardsBasedClassroom.NewYork:TeachersCollegeP,TeachersCollege,ColumbiaUniversity,2005.World History for Us All. Web. Spring 2009.



BoulderValleySchoolDistrictSocialStudiesContentStandards

HistoryStandard1

Studentsunderstandthechronologicalorganizationofhistoryandknowhowtoorganizeeventsandpeopleintomajorerastoidentifyandexplain

historicalrelationships.

HistoryStandard2

Studentsknowhowtousetheprocessesandresourcesofhistoricalinquiry.

HistoryStandard3

Studentsunderstandthatsocietiesarediverseandhavechangedovertime.

HistoryStandard4

Studentsunderstandtheimpactofeconomicactivityandscientificandtechnologicaldevelopmentson

individualsandsocieties.

HistoryStandard5

Studentsunderstandpoliticalinstitutionsandtheoriesthathavedevelopedandchangedover

time.

HistoryStandard6

Studentsknowthatreligiousandphilosophicalideashavebeenpowerfulforcesthroughouthistory.




GeographyStandard1

Studentsknowhowtouseandconstructmaps,globes,andothergeographictoolstolocateandderiveinformationaboutpeople,places,and

environments.

GeographyStandard2

Studentsknowthephysicalandhumancharacteristicsofplaces,andusethisknowledgetodefineandstudyregionsandinterprettheirpatterns

ofchange.

GeographyStandard3

StudentsunderstandhowphysicalprocessesshapeEarthssurfacepatternsandsystems.

GeographyStandard4

Studentsunderstandhoweconomic,political,cultural,andsocialprocessesinteracttoshape

diversepatternsofhumanpopulations,movement,andinterdependence,cooperation,andconflict.

GeographyStandard5

Studentsunderstandtheeffectsofinteractionsbetweenhumanandphysicalsystemsandthechangesinmeaning,use,distribution,and

importanceofresources.

GeographyStandard6

Studentsapplyknowledgeofpeople,places,andenvironmentstounderstandandinterpretthepast

andpresentandtoplanforthefuture.

CivicsStandard1

StudentsunderstandthepurposesofgovernmentandthebasicconstitutionalprinciplesoftheUnited

Statesrepublicanformofgovernment.

CivicsStandard2

Studentsknowthestructureandfunctionoflocal,state,andnationalgovernmentandhowcitizen

involvementshapespublicpolicy.




CivicsStandard3

StudentsknowthepoliticalrelationshipoftheUnitedStatesanditscitizenstoothernationsandto

worldaffairs.

CivicsStandard4

Studentsunderstandhowcitizensexercisetheroles,rightsandresponsibilitiesofparticipationinciviclife

atalllevelslocal,stateandnational.

EconomicsStandard1

Studentsunderstandthatbecauseoftheconditionofscarcity,decisionsmustbemadeabouttheuseof

scarceresources.

EconomicsStandard2

Studentsunderstandhowdifferenteconomicsystemsimpactdecisionsabouttheuseofresourcesandtheproductionanddistributionofgoodsand

services.

EconomicsStandard3

Studentsunderstandtheresultsoftrade,exchange,andinterdependenceamongindividuals,

households,businesses,governments,andsocieties.



OverarchingEnduringUnderstandings Theinterrelationsamongpeopleoftheworld

occurredwithmuchgreaterfrequencyandimpact. LargeEurasianempireswerepossibleduetothe

militarypowerandsurplusofmoneyprovidedbythemilitaryandfiscalrevolution.

TheencountersbetweenAfricans,Asians,theAmericasandEuropeanswerenotequallybeneficial.

Europewastransformedthroughchangesinreligioustheory,increasingmilitarypower,andscientificthinking.

Theagriculturalandindustrialrevolutionschangedthedistributionofwealthandpovertyintheworld.

ThepoliticalrevolutionsoftheAtlanticbasinreshapedhumanideasaboutgovernment.

EurasiansocietiestransformedthroughImperialexpansionandincreasedglobalcontact.

Newpoliticalandsocialideasemergedfromthechallengesofdemographicandeconomicchangesoftheindustrialrevolution.

DominationofWesternmilitaryandeconomicpowerovermanyregionsbroughttechnological,social,andgovernmentalchangesandcreatedtheseedsofglobalization.

Twentiethcenturyconflictswerecausedbythecomplicatedinteractionofeconomics,alliances,nationalismandimperialism.

SinceWorldWarII,asystemofinternationaljusticeandastableorganizationofinternational

communicationhasbeenestablished. Political,economicandmilitaryrelationshipshave

adjustedtochangingdynamicsinpowerandresources.

Thecontemporaryworldhasstruggledtobalancetheinterestsandneedsofculturalminoritiesandmajorities.

OverarchingEssentialQuestions

Whatwasthesignificanceoftheeconomic,political,andculturalinterrelationsamongpeoplesofAfrica,Europe,AsiaandtheAmericas,15001750?

HowdidlargeterritorialempiresdominatemuchofEurasiabetweenthe16thand18thcenturies?

WhatwerethecharacteristicsoftheencountersbetweenEuropeansandpeoplesofSubSaharanAfrica,Asia,andtheAmericasinthelate15thandearly16thcenturies?

Whatwerethesocial,political,economic,andculturaltransformationsinEurope,14501750?

Whatwerethecausesandconsequencesoftheagriculturalandindustrialrevolutions,17001850?

Whatwerethecausesandconsequencesofpoliticalrevolutionsinthelate18thandearly19thcenturies?


HowwereEurasiansocietiestransformedinaneraofglobaltradeandrisingEuropeanpower,17501870

Whatwerethepatternsofnationalism,statebuilding,andsocialreforminEuropeandtheAmericas,18301914?

WhydidglobalchangeoccurintheeraofWesternmilitaryandeconomicdomination,18001914?

Howhassocialandpoliticalreform,andrevolutioninthe20thcenturychangedtheworld?

Whatwerethecausesandglobalconsequencesofinternationalconflictinthe20thcentury?

Whathavebeenthesuccessesandfailuresinthesearchforpeaceandstabilityinthepostwarworlds?

Whatarethenewinternationalpolitical,economicandmilitaryrelationshipsthatdevelopedinthe20thcentury?

Whatarethemajorsourcesofeconomicdisparity,tension,andconflictinthecontemporaryworld?

WorldHistoryOverarchingEnduringUnderstandingandEssentialQuestions



History2:Studentsknowhowtousetheprocessesandresourcesofhistoricalinquiry.Inordertomeetthisstandard,aWorldHistorystudent: Appliesreadingandwritingskillstoinquire,think

critically,andapplyhistoricalconceptstonewsituations

BoulderValleySchoolDistrictSocialStudiesContentStandardsandWorldHistoryEssentialLearnings

History4:Studentsunderstandtheimpactofeconomicactivityandscientificortechnologicaldevelopmentsonindividualsandsocieties.Inordertomeetthisstandard,aWorldHistorystudent: Analyzeshowpopulation,economic,and

technologicalchangeacceleratedfrom1450to1770 Explainsthecausesandconsequencesofthe

agriculturalandindustrialrevolutions,17001850 Evaluatestheimpactofnewsocialmovements,and

cultural,intellectual,andeducationaltrends Recognizeshowmodernnationalismaffected

Europeanpoliticsandsociety Identifiesthesuccessesandfailuresinthesearchfor

peaceandstabilityinthepostwarworlds Identifiestheeconomic,social,andpolitical

transformationsinAfrica,Asia,andLatinAmericaasaresultofwarandindependence

History1:Studentsunderstandthechronologicalorganizationofhistoryandknowhowtoorganizeeventsandpeopleintomajorerastoidentifyandexplainhistoricalrelationships.Inordertomeetthisstandard,aWorldHistorystudent: Evaluatesthemajorsourcesofsocialtension,

conflict,andeconomicdisparityinthecontemporaryworld

History3:Studentsunderstandthatsocietiesarediverseandhavechangedovertime.Inordertomeetthisstandard,aWorldHistorystudent: Describestheencountersbetweenpeoplesof

SubSaharanAfrica,Asia,andtheAmericasinthelate15thandearly16thcenturies

DescribestheoriginsandconsequencesofslavetradeinAfricaandtheAmericas

AnalyzesthecausesandeffectsofEuropean,American,andJapaneseimperialexpansion

GivesexamplesofthevaryingresponsesofAfricanpeoplestoworldeconomicdevelopmentsandEuropeanImperialism

Describesmajorshiftsinworldgeopoliticsfrom1900tothepresentandexplainsthechangingroleofworldpowersininternationalaffairs



History6:Studentsknowthatreligiousbeliefsandphilosophicalideashavebeenpowerfulforcesthroughouthistory.Inordertomeetthisstandard,aWorldHistorystudent: ExaminessocialtrendsinEuropewithinthe

frameworkoftheRenaissanceandReformation DescribesthesignificanceoftheRenaissance,

Reformation,andCatholicReformation Describestheeffectsoftherisingmilitaryand

economicpowerofEuropeanstatesbetweenthe16thand18thcenturies

EvaluateshowtheScientificRevolutionandEnlightenmentcontributedtotransformationsinEuropeansociety

BoulderValleySchoolDistrictSocialStudiesContentStandardsandWorldHistoryEssentialLearnings

History5:Studentsunderstandpoliticalinstitutionsandtheoriesthathavedevelopedandchangedovertime.Inordertomeetthisstandard,aWorldHistorystudent: AnalyzestheextentandlimitsofChineseregional

powerundertheMingDynasty ComparestheriseandexpansionoftheOttoman,

Safavid,andMughalEmpires CompareshowAsiansocietiesweretransformedin

theeraofincreasedglobalcontacts IdentifiesmajorculturaltrendsinAsiabetweenthe

16thand18thcenturies DescribeshowtheFrenchRevolutioncontributedto

transformationsinEuropeandtheworld Comparesandcontraststheprocessandimpactof

independenceforLatinAmericancountriesintheearly19thcentury

AssessestheimpactofglobaltradeonEurasiansocieties17501870

Createsatheoryofthecausesandglobalconsequencesofinternationalconflictinthe20thcentury



EssentialQuestions Whatwasthesignificanceoftheeconomic,

political,andculturalinterrelationsamongpeoplesofAfrica,Europe,AsiaandtheAmericas,15001750?

HowdidlargeterritorialempiresdominatemuchofEurasiabetweenthe16thand18thcenturies?

WhatwerethecharacteristicsoftheencountersbetweenEuropeansandpeoplesofSubSaharanAfrica,Asia,andtheAmericasinthelate15thandearly16thcenturies?

Whatwerethesocial,political,economic,andculturaltransformationsinEurope,14501750?


Whatwerethecausesandconsequencesofpoliticalrevolutionsinthelate18thandearly19thcenturies?


HowwereEurasiansocietiestransformedinaneraofglobaltradeandrisingEuropeanpower,17501870?

Whatwerethepatternsofnationalism,statebuilding,andsocialreforminEuropeandtheAmericas,18301914?

WhydidglobalchangeoccurintheeraofWesternmilitaryandeconomicdomination,18001914?

Howhassocialandpoliticalreform,andrevolutioninthe20thcenturychangedtheworld?

Whatwerethecausesandglobalconsequencesofinternationalconflictinthe20thcentury?

Whathavebeenthesuccessesandfailuresinthesearchforpeaceandstabilityinthepostwarworlds

Whatarethenewinternationalpolitical,economicandmilitaryrelationshipsthatdevelopedinthe20thcentury?

Whatarethemajorsourcesofeconomicdisparity,tensionandconflictinthecontemporaryworld?

BVSDWorldHistoryOverview

CourseDescriptionWorldHistoryisachronological,thematic,andcomparativestudyoftheworldfrom1450tothepresent.StudentswillexaminethemesthatspanregionsandwillfocusontheinteractionofworldcitizensandideasfromtheFirstGlobalAgethroughthe20thcentury.Studentswillbeengagedinanindepthstudyofasomeerasandwillbeaskedtocompleteindependentresearch,applycriticalthinkingandexaminemultipleperspectivesonworldissues.

EffectiveComponentsofaWorldHistoryProgram

Usesbroadthemesandimbedthedetails Providesopportunitiesfor

simulation Utilizescollaborativestrategies Supportsinquiryand

independentresearch Invitesproblemsolving Addressescriticalissuesand

currentrealities Teachesfrommanyperspectives Usesdirectinstructionwith

visualsandgraphicorganizers Encouragesinvolvementinthe

communityandcivicaction

Assessment Renaissance NewImperialism Genocideinthe20thCentury

TechnologyIntegration&Information

Literacy

Generatesmeaningfulquestions

Developsasearchstrategy Findsrelevantinformationfromavarietyofresources

Interprets,analyzesandappliesinformationtorespondtoquestions

Analyzestheethicalandlegalissuesaroundtechnologyuse

Critiquestheroleofthemediaingovernment

WorldHistory

FirstGlobalAge14501770

AccelerationofChange

EmpiresofEurasia

EncountersinAfricaandtheAmericas

EuropeasaPower

AgeofRevolutions17501914

NationalismandSocialReform

PoliticalRevolutions

IndustrialRevolution

EconomicChangeinEurasia

NewImperialism

ACenturyofCrises,War,PeaceandAchievement19002000

GlobalTrends

DemocracyandTyranny

WarandPeace

GlobalLinksandCommunalIdentity



History4Studentsunderstandtheimpactofeconomicactivityandscientificortechnologicaldevelopmentson


EnduringUnderstandingTheinterrelationsamongpeopleoftheworldoccurredwithmuchgreaterfrequencyand

impactfrom14501750.

EssentialQuestionWhatwasthesignificanceoftheeconomic,political,andculturalinterrelationsamongpeoplesofAfrica,

Europe,AsiaandtheAmericas,14501750?

EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts

EssentialLearnings

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH1Analyzeshowpopulation,economicandtechnologicalchangeacceleratedfrom1450to1770

a Analyzesreasonsformajorshiftsinworlddemographyandurbanization

bAnalyzeswaysinwhichexpandingenterprisecontributedtochangingclassandracerelations

cDiscussestheimpactofgunpowderweaponryandotherinnovationsinmilitarytechnologyonempirebuildinginAfrica,AsiaandtheAmericas

dAssesseshowtheaccelerationofscientificandtechnologicalinnovationsinthiseraaffectedsocial,economic,andculturallifeinvariouspartsoftheworld

KeyAcademicVocabulary:demography,urbanization,class,race,relations,gunpowder,empirebuilding



History5Studentsunderstandpoliticalinstitutionsandtheoriesthathavedevelopedandchangedovertime.

EnduringUnderstandingLargeEurasianempireswerepossiblebecauseofthemilitarypowerandsurplusofmoneyprovided

bythemilitaryandfiscalrevolution.

EssentialQuestionWhydidlargeterritorialempiresdominatedmuchof

Eurasiabetweenthe16thand18thcenturies?

EssentialLearningsEssentialKnowledge,Skills,topics,Processes,andConcepts

EssentialLearnings

WH2AnalyzestheextentandlimitsofChineseregionalpowerundertheMingDynasty

a AnalyzesthepowerandlimitsofimperialabsolutismundertheMingdynasty

bDescribestheeffectsofcommercializationonsocialrelationsamonggentryelites,urbanmerchants,andpeasants.

cExaminesChinaschangingattitudestowardexternalpoliticalandcommercialrelationsfollowingtheZhengHevoyagesfrom1405to1433

ComparestheroleofNeoConfucianism,Buddhism,andTaoisminChinesegovernmentandsociety

d

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH3ComparestheriseandexpansionoftheOttoman,Safavid,andMughalEmpires

aDetermineshowthecaptureofConstantinopleandthedestructionoftheByzantineempirecontributedtotheexpansionofOttomanpower

bDescribeshowMuslim,Orthodox,Catholic,andJewishpeoplesinteractedinsoutheasternEuropeunderOttomanrule

ExplainstherelationshipbetweenMuslimsandHindusintheempireandcomparesAkbarsgoverningmethodsandreligiousideaswiththoseofotherMughalemperors

c

Continuedonnextpage



EssentialLearningsEssentialKnowledge,Skills,topics,Processes,andConcepts

WH4CompareshowAsiansocietiesweretransformedintheeraofincreasedglobalcontacts

aAssessestheimpactofBritishandFrenchcommercialandmilitaryinitiativesonpolitics,economy,andsocietyinIndia

bAnalyzesthecharacterandsignificanceofcontactsbetweenChristianmissionariesandpeoplesofIndia,Vietnam,andthePhilippines

cExplainshowtheManchusoverthrewtheMingdynasty,establishedthemultiethnicQing,anddoubledthesizeoftheChineseempire

dDescribesthecharacterofcentralizedfeudalisminJapanundertheTokugawaShogunateandthereasonsforJapanspoliticalstability,economicgrowth,andculturaldynamism

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

KeyAcademicVocabulary:imperialabsolutism,Ming,commercialization,gentryelites,urban,merchants,peasants,ZhengHe,NeoConfucianism,Buddhism,Taoism,Constantinople,Byzantineempire,Muslim,Orthodox,Catholic,Jewish,Muslims,Hindu,Akbar,Mughal,missionaries,Manchu,Qing,feudalism,Tokugawashogunate

WH5IdentifiesmajorculturaltrendsinAsiabetweenthe16thand18thcenturies

aAssessestheinfluenceofConfucianism,Chineseart,andliterarystylesonculturallifeinKorea,Vietnam,andJapan

bDescribesBuddhistandHinduteachingandpracticeinAsiaandcomparetheirinfluenceonsocialandculturallife

AnalyzeshowandwhyIslamcontinuedtoexpandinIndiaorSoutheastAsiac

History5(continued)Studentsunderstandpoliticalinstitutionsandtheoriesthathavedevelopedandchangedovertime.



History3Studentsunderstandthatsocietiesarediverseandhavechangedovertime.

EnduringUnderstandingTheencountersbetweenAfricans,Asians,the

AmericasandEuropeanswerenotequallybeneficial.

EssentialQuestionWhatwasthenatureoftheencountersbetween

EuropeansandpeoplesofSubSaharanAfrica,Asia,andtheAmericasinthelate15thandearly16th

centuries?Whatweretheconsequences?


EssentialLearnings

WH6DescribestheencountersbetweenpeoplesofSubSaharanAfrica,Asia,andtheAmericasinthelate15thandearly16thcenturies

a Analyzesthemajorsocial,economic,political,andculturalfeaturesofEuropeansocietythatstimulatedexplorationandconquestoverseas

b DescribesthepoliticalandmilitarycollisionbetweentheSpanishandtheAztecandIncaEmpiresandanalyzewhytheseempirescollapsed

c Explainsthesocial,politicalandeconomicconsequencesoftheColumbianExchange(plantandanimalexchangedisease,demographicchanges,geographicknowledge,economicpower,distributionofwealth)

d DefinesandcomparestypesofEuropeanactivityandcontrolintheAmericas

e Assessesthemoral,political,andculturalroleofCatholicandProtestantChristianityintheEuropeancoloniesintheAmericas

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

Continuedonnextpage



KeyAcademicVocabulary:Spanish,Aztec,Inca,ColumbianExchange,Catholic,ProtestantChristianity,transAtlanticslavetrade,middlepassage


EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH7 DescribestheoriginsandconsequencesoftheslavetradeinAfricaandtheAmericas

a AnalyzesthewaysinwhichentrepreneursandcolonialgovernmentsexploitedAmericanIndianlaborandwhycommercialagriculturecametorelyoverwhelminglyonAfricanslavelabor

b ExplainstheorganizationoflongdistancetradeinWestandCentralAfricaandanalyzethecircumstancesunderwhichAfricangovernments,elites,merchants,andothergroupsparticipatedinthesaleofslavestoEuropeans

c ExplainshowEuropeangovernmentsandfirmsorganizedandfinancedthetransAtlanticslavetrade;anddescribetheconditionsunderwhichslavesmadethemiddlepassagefromAfricatotheAmericas

d ExplainsthedifferencesbetweentheslavetradeinAfricaandthatoutsideofAfrica

History3(continued)Studentsunderstandthatsocietiesarediverseandhavechangedovertime.



History6Studentsknowthatreligiousbeliefsandphilosophicalideashavebeenpowerfulforcesthroughouthistory.

EnduringUnderstandingEuropewastransformedthroughchangesin

religioustheory,increasingmilitarypower,andscientificthinking.

EssentialQuestionWhatwerethesocial,political,economic,andculturaltransformationsinEurope,14501750?


EssentialLearnings

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH8ExaminessocialtrendsinEuropewithintheframeworkoftheRenaissanceandReformation

a DescribescharacteristicsofthefamilyandpeasantsocietyinearlymodernEuropeandexplainchangesininstitutionsofserfdomineasternandWesternEurope

b AnalyzesthesocialandeconomicconsequencesofpopulationgrowthandurbanizationinEuropefromthe15thtothe18thcenturies

Describesmajorinstitutionsofcapitalismandanalyzehowtheemergingcapitalisteconomytransformedagriculturalproduction,manufacturing,andwaysinwhichwomenandmenworked

c

Continuedonnextpage

WH9DescribesthesignificanceoftheRenaissance,Reformation,andCatholicReformation

a Analyzesthesocialandintellectualsignificanceofthetechnologicalinnovationof

printingwithmovabletype

b ExplainsconnectionsbetweentheItalianRenaissanceandthedevelopmentofHumanist

ideasinEuropenorthoftheAlps

c Evaluatesmajorachievementsinliterature,music,painting,sculpture,andarchitecture

in16thcenturyEurope

d ExplainsdiscontentamongEuropeanswiththelatemedievalChurchandanalyzethe

beliefsandideasoftheleadingProtestantreformers




EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH10DescribestheeffectsoftherisingmilitaryandeconomicpowerofEuropeanstatesbetweenthe16thand18thcenturies

aAnalyzesthecharacter,development,andsourcesofwealthofstrongbureaucraticmonarchiesinthe16thcentury

bExplainstheimpactoftheEnglishRevolutiononpoliticalinstitutionsandattitudesintheNorthAmericancoloniesandontheoutbreakoftheAmericanRevolution

cAccountsforthegrowthofbureaucraticmonarchyinRussiaandanalyzethesignificanceofPetertheGreatswesternizingreforms

WH11EvaluateshowtheScientificRevolutionandEnlightenmentcontributedtotransformationsinEuropeansociety

a

Explainsthecultural,religious,andscientificimpactofastronomicaldiscoveriesandinnovationsfromCopernicustoNewton

bAnalyzestheimportanceofdiscoveriesinmathematics,physics,biology,andchemistryforEuropeansociety

c Explainsthedevelopmentandsignificanceofthescientificmethod

dExplainsprincipalideasoftheEnlightenment,includingrationalism,secularism,progress,toleration,empiricism,naturalrights,contractualgovernment,andnewtheoriesofeducation

eAssessestheimpactofEnlightenmentideasonthedevelopmentofmodernnationalismanddemocraticthoughtandinstitutions

fExplainshowacademies,salons,andpopularpublishingcontributedtothedisseminationofEnlightenmentideas

History6(continued)Studentsknowthatreligiousbeliefsandphilosophicalideashavebeenpowerfulforcesthroughouthistory.

KeyAcademicVocabulary:peasant,serfdom,capitalism,agriculturalproduction,manufacturing,printing,ItalianRenaissance,humanist,reformation,bureaucraticmonarchies,EnglishRevolution,PetertheGreat,Copernicus,Newton,Enlightenment,rationalism,secularism,progress,empiricism,naturalrights,contractualgovernment,nationalism,academies,salons





EnduringUnderstandingTheagriculturalandindustrialrevolutions

changedthedistributionofwealthandpovertyintheworld.

EssentialQuestionWhatwerethecausesandconsequencesofthe

agriculturalandindustrialrevolutions,17001850?


EssentialLearnings

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH12Explainsthecausesandconsequencesoftheagriculturalandindustrialrevolutions,17001850

a

DescribesthecharacteristicsoftheagriculturalrevolutionthatoccurredinEnglandandWesternEuropeandanalyzeitseffectsonpopulationgrowth,industrialization,andpatternsoflandholding

bIdentifiesthemajorcharacteristicsoftheindustrialrevolutionandcompareindustrialeconomieswithotherformsofeconomicorganization

cExplainsconnectionsamongpopulationgrowth,industrialization,andurbanizationandevaluatesthequalityoflifeinearly19thcenturycities

dAnalyzesconnectionsbetweenindustrializationandmovementsforpoliticalandsocialreforminEngland,WesternEurope,andtheUnitedStates

eAssessesthesocialsignificanceoftheworkofscientists,includingMaxwell,Darwin,andPasteur

fExplainshownewinventions,includingtherailroad,steamship,telegraph,photography,andinternalcombustionengine,transformedpatternsofglobalcommunication,trade,andstatepower

gAnalyzeshownewmachines,fertilizers,transportsystems,commercialization,andotherdevelopmentsaffectedagriculturalproductioninvariouspartsoftheworld

KeyAcademicVocabulary:Agriculturalrevolution,industrialrevolution,populationgrowth,urbanization,socialreform,Maxwell,Darwin,Pasteur,railroad,steamship,telegraph,photography,internalcombustionengine, fertilizers




EnduringUnderstandingThepoliticalrevolutionsoftheAtlanticbasin

reshapedhumanideasaboutgovernment.

EssentialQuestionWhatwerethecausesandconsequencesofpolitical

revolutionsinthelate18thandearly19thcenturies?


EssentialLearnings

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH13DescribeshowtheFrenchRevolutioncontributedtotransformationsinEuropeandtheworld

aAnalyzesleadingideasoftherevolutionconcerningsocialequality,democracy,humanrights,constitutionalism,andnationalism

bExplainshowtheFrenchRevolutiondevelopedfromconstitutionalmonarchytodemocraticdespotismtotheNapoleonicEmpire

cExplainshowtherevolutionaffectedFrenchsociety(egreligiousinstitutions,socialrelations,education,marriage,familylife,andthelegalandpoliticalpositionofwomen)

dAnalyzesconnectionsbetweentheFrenchandHaitianrevolutionsandassesstheimpactoftheHaitianmovementonracerelationsandslaveryintheAmericasandtheFrenchempire

WH14ComparesandcontraststheprocessandimpactofindependenceforLatinAmericancountriesintheearly19thcentury

a AnalyzesthedevelopmentofindependencemovementsinLatinAmerica

bComparesthepoliticalrolesofCreoleelites,theCatholicChurch,andmestizo,mulatto,andIndianpopulationsintheindependencemovements




EnduringUnderstandingEurasiansocietiesweretransformedthrough

Imperialexpansionandincreasedglobalcontact.

EssentialQuestionHowwereEurasiansocietiestransformedinanera

ofglobaltradeandrisingEuropeanpower,17501870?


EssentialLearnings

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH15 AssessestheimpactofglobaltradeonEurasiansocieties17501870

a

AssessestheeffectsofpopulationgrowthandEuropeancommercialpenetrationonOttomansocietyandgovernment

bAnalyzeswhytheempirewasforcedtoretreatfromtheBalkansandtheBlackSearegion

cDescribesRussianabsolutism,reform,andimperialexpansioninthelate18thand19thcenturies

dAnalyzesrelationsbetweentheRussianpeasantryandlandowningaristocracyandexplainthepersistenceofserfdominthe19thcentury

eAssessesthesignificanceofimperialreformsandpopularoppositionmovementsinthelater19thcentury

fDescribeshowChinasQingdynastyrespondedtoeconomicandpoliticalcrisesinthelate18thandthe19thcenturies

gDescribeshowJapanwastransformedfromfeudalshogunatetomodernnationstateinthe19thcentury

KeyAcademicVocabulary:constitutionalism,constitutionalismmonarchy,democraticdespotism,Napoleonicempire,Haitianrevolutions,Creole,CatholicChurch,mestizomulatto,peasantry,landowningaristocray,feudalshogunate





EnduringUnderstandingNewpoliticalandsocialideasemergedfromthe

challengesofdemographicandeconomicchangesoftheindustrialrevolution.

EssentialQuestionWhatwerethepatternsofnationalism,statebuildingandsocialreforminEurope

18301914?


EssentialLearnings

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH16Evaluatestheimpactofnewsocialmovementsandcultural,intellectual,andeducationaltrends

a

ExplainstheleadingideasofKarlMarxandanalyzetheimpactofMarxistbeliefsandprogramsonpolitics,industry,andlaborrelationsinlater19thcenturyEurope

bExplainstheoriginsofwomenssuffrageandothermovementsinEuropeandNorthAmericaandassesstheirsuccessesuptoWorldWarI

cDescribesthechanginglegalandsocialstatusofEuropeanJewsandtheriseofnewformsofantiSemitism

dExplainshowexpandededucationalopportunitiesandliteracycontributedtochangesinEuropeansocietyandculturallife

eEvaluatesmajormovementsinliterature,music,andthevisualartsandwaysinwhichtheyexpressedorshapedsocialandculturalvaluesofindustrialsociety

fAnalyzeswaysinwhichtrendsinphilosophyandthenewsocialscienceschallengedandshapeddominantsocialvalues

gAssessesthesuccessesandfailuresofdemocracyinLatinAmericancountriesinthedecadesfollowingindependence(distributionofwealth,immigration)

hAssessestheeffectsofforeigninterventionandliberalgovernmentpoliciesonsocialandeconomicchangeinMexico




EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH17 RecognizeshowmodernnationalismaffectedEuropeanpoliticsandsociety

a Identifiesmajorcharacteristicsof19thcenturyEuropeannationalism

bAnalyzescausesoftherevolutionsof1848andwhytheserevolutionsfailedtoachievenationalistanddemocraticobjectives

cDescribestheunificationofGermanyandItalyandanalyzewhythesemovementssucceeded

dAssessestheimportanceofnationalismasasourcetensionandconflictintheAustroHungarianandOttomanempires

History4(continued)Studentsunderstandtheimpactofeconomicactivityandscientificortechnologicaldevelopmentson


KeyAcademicVocabulary:KarlMarx,womenssuffrage,antiSemitism,literacy,socialsciences,foreignintervention,nationalism,unification,AustroHungarian




EnduringUnderstandingDominationofWesternmilitaryandeconomic

powerovermanyregionsbroughttechnological,socialandgovernmental

changesandcreatedtheseedsofglobalization.

EssentialQuestionInwhatwaysdidglobalchangeoccurintheeraof

Westernmilitaryandeconomicdomination,18001914?


EssentialLearnings

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH18AnalyzesthecausesandeffectsofEuropean,American,andJapaneseImperialexpansion

aExplainsleadingideasofSocialDarwinismandscientificracismin19thcenturyEuropeandassesstheimportanceoftheseideasinactivatingEuropeanimperialexpansioninAfricaandAsia

bDescribesadvancesintransportation,medicine,andweaponstechnologyinandassesstheimportanceinthesuccessofimperialexpansion

cAssessestheeffectsoftheSinoJapaneseandRussoJapanesewarsandcolonizationofKoreaontheworldpowerstatusofJapan

dAnalyzeschangesinIndiansocietyandeconomyunderBritishruleandthesocial,economic,andintellectualsourcesofIndiannationalism

eAnalyzeshowChinesebegantoreformgovernmentandsocietyafter1895andwhyrevolutionbrokeoutin1911

fAnalyzesJapansrapidindustrialization,technologicaladvancement,andnationalintegrationinthelate19thandearly20thcenturies

Continuedonnextpage



KeyAcademicVocabulary:SocialDarwinism,scientificracism,imperialexpansion,SinoJapanese,RussoJapanesewars,Indiannationalism,WestAfrican,Sudan,Zanzibar,Zuluempire,resistancemovements


EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH19GivesexamplesofthevaryingresponsesofAfricanpeoplestoworldeconomicdevelopmentsandEuropeanImperialism

a

ExplainstheimpactofreligiousandpoliticalrevolutionsintheWestAfricanSudanonstatebuilding,Islamization,andEuropeanimperialconquest

bExplainstheriseofZanzibarandothercommercialempiresinEastAfricainthecontextofinternationaltradeinivory,cloves,andslaves.

cDescribestheriseoftheZuluempireandanalyzeitseffectsonAfricansocietiesandEuropeancolonialsettlement

dAssessestheeffectsofthediscoveryofdiamondsandgoldinSouthAfricaonpoliticalandracerelations

eAnalyzesthesourcesandeffectivenessofmilitary,political,andreligiousresistancemovementsagainstEuropeanconquestinsuchregionsasAlgeria,Morocco,WestAfrica,theSudan,Ethiopia,andSouthAfrica

fExplainsmajorchangesinthepoliticalgeographyofnorthernandSubSaharanAfricabetween1880and1914

History3(continued)Studentsunderstandthatsocietiesarediverseandhavechangedovertime.




EnduringUnderstandingTwentiethcenturyconflictswerecausedbythe

complicatedinteractionofeconomics,alliances,nationalismandimperialism.

EssentialQuestionWhatwerethecausesofinternationalconflictinthe

20thcentury?


EssentialLearnings

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

Continuedonnextpage

WH20Createsatheoryofthecausesandglobalconsequencesofinternationalconflictinthe20thcentury

a ExaminesthepossiblecausesofWorldWarIandII

bAnalyzestherelativeimportanceofeconomicandpoliticalrivalries,ethnicandideologicalconflicts,militarism,andimperialismasunderlyingcausesofthewars

cEvaluateswaysinwhichtechnologyaffectedattitudestowardwaramongEuropeancountries

dHypothesizesabouttheroleofthedepressioninmovingtheworldintorenewedconflict

e Analyzestheroleofcharismaticleadershiponworldevents

f Evaluatestheglobalscope,outcome,andhumancostsofwars

gDescribestheimpactsofthewarsintheprincipaltheatersofconflictinEurope,theMiddleEast,Africa,EastAsia,andtheSouthPacific

hAnalyzestheroleofnationalismandpropagandainmobilizingcivilianpopulationsinsupportofwars

iExplainshowmassiveindustrialproductionandinnovationsinmilitarytechnologyaffectedstrategy,tactics,scaleanddurationofthewars

jAssessestheshorttermdemographic,social,economic,andenvironmentalconsequences(combatdesertification)ofthewar





EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH21Createsatheoryofthecausesandglobalconsequencesofinternationalconflictinthe20thcentury(continued)

kAnalyzeshowpolitical,diplomatic,andeconomicconflictandcompetitionbetweentheUnitedStatesandtheSovietUnionaffecteddevelopmentsinsuchcountriesasEgypt,Iran,theCongo,Vietnam,Chile,andGuatemala,Armenia

lExplainsconceptssuchasarmsrace,militaryexpansion,ethnicandculturaldifference,territorialclaims,economicissuesandnationalismastheyrelatetotheoutbreakofwar

m

Compareswarsintermsoftheimpactofindustrialproduction,politicalgoals,nationalmobilization,technologicalinnovations,tactics,andlevelsofdestruction.(6DaysWar,Pakistan,Balkans,SovietBreakup,ColdWar,(Vietnam,Korea,Afghanistan)Argentina,Congo)

n Explainsthecausesofthecommunistrevolutionsfrom1917thruthepresent

o ExplainstheintellectualoriginsofCommunismandhowCommunismisadapted

pDescribestheriseofthecommunistdictatorsandanalyzewaysinwhichtheirpoliciestransformtheirsocieties

q EvaluatestherelationshipsbetweentheCommunistgovernmentsandtheWest

rAssessestheimpactofthefalloftheSovietUniononothercommunistcountriesandtheWest

s Assessesthesuccessesandfailuresofcommunistmovementsandrevolutions

KeyAcademicVocabulary:WorldWarIandII,depression,charismaticleadership,nationalism,propaganda,industrialproduction,demographic,environmentalconsequences,combatdesertification,armsrace,militaryexpansion,territorialclaims,6dayswar,Communism,SovietUnion



Continuedonnextpage



EnduringUnderstandingSinceWWII,asystemofinternationaljusticeand

astableorganizationofinternationalcommunicationhasbeenestablished.

EssentialQuestionWhathavebeenthesuccessesandfailuresinthesearchforpeaceandstabilityinthepostwar

worlds?


EssentialLearnings

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH22Identifiesthesuccessesandfailuresinthesearchforpeaceandstabilityinthepostwarworlds

aDescribestheconflictingaimsandaspirationsofdelegatesatvariouspeaceconferences(e.g.Versailles,Potsdam,Panmunjom,CampDavid,HelsinkiAccords)andanalyzetheresponsestothetermsofthosesettlements

bExplainshowthecollapseoftheoldempiresandthecreationofnewstatesaffectedinternationalrelations

cExaminestheformationofpeaceorganizationsandassesstheirpromiseandlimitationsasvehiclesforachievinglastingpeace.(LeagueofNations,UN)

dAnalyzestheobjectivesandachievementsofwomenspoliticalmovementsinthecontextofwarsandtheiraftermaths

eIdentifiestheimportanceofNuremberg,WarCrimesTribunals,TruthandReconciliation

f Examinesthelongtermeffectsofattemptsatestablishinginternationaljustice




EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH23Identifiestheeconomic,social,andpoliticaltransformationsinAfrica,Asia,andLatinAmericaasaresultofwarandindependence

a AnalyzesthereasonsfortheriseofnationalistmovementsinAfricaandAsia

b ExplainshowtheMandateSystemcontributedtotheriseofpanArabism

cAssesseschallengestodemocraticgovernmentsinLatinAmericainthecontextofclassdivisionsandeconomicdependency

dEvaluatesthesuccessesandfailuresoftheSouthAfricangovernmentinestablishingarepresentativedemocracy

eDescribesthemethodsbywhichAfricanandAsiancountriesachievedindependencethroughoutthe20thcentury

f ExplainstheinterferenceofWesternnationsintheindependenceprocess

KeyAcademicVocabulary:Versailles,Potsdam,Panmunjom,CampDavid,HelsinkiAccords,LeagueofNations,UN,Nuremberg,WarCrimesTribunals,TruthandReconciliation,internationaljustice,Mandatesystem,panArabism,economicdependency,independence

History4(continued)Studentsunderstandtheimpactofeconomicactivityandscientificortechnologicaldevelopmentson




KeyAcademicVocabulary:communistbloc,LeagueofNations,UN,OPEC,AfricanUnion,NATO,WarsawPact,WorldBank,ArabLeague


EnduringUnderstandingPolitical,economicandmilitaryrelationshipshave

adjustedtochangingdynamicsinpowerandresources.

EssentialQuestionWhatarethenewinternationalpolitical,economicandmilitaryrelationshipsthatdevelopedinthe20th

century?


EssentialLearnings

EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH24Describesmajorshiftsinworldgeopoliticsfrom1900tothepresentandexplainsthechangingroleofworldpowersininternationalaffairs

a

UnderstandsthechangeinpowerfromEuropeanstatestoothernationsoftheworldthroughoutthe20thcentury

bDescribesthecollapseofthecommunistblocandexplaintheglobalconsequences

cAssessesthesuccessorfailureofinternationalorganizations(e.g.LeagueofNations,UN,OPEC,AfricanUnion,NATO,WarsawPact,WorldBank,ArabLeague)

dAnalyzeswhymassindustrialandconsumereconomiesdevelopedinsomecountriesoftheworldbutnotinothers



KeyAcademicVocabulary:regimes,terroristmovement,extremism,diffusion,genocide,Rwanda,Darfur,Somalia,Serbia,migration

History1Studentsunderstandthechronologicalorganizationofhistoryandknowhowtoorganizeeventsandpeople

intomajorerastoidentifyandexplainhistoricalrelationships.History2


EnduringUnderstandingThecontemporaryworldhasstruggledtobalance

theinterestsandneedsofculturalminoritiesandmajorities.

EssentialQuestionWhatarethemajorsourcesofeconomicdisparity,tensionandconflictinthecontemporaryworld?


EssentialLearnings

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wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH25Evaluatesthemajorsourcesofsocialtension,conflict,andeconomicdisparityinthecontemporaryworld

aAnalyzeshowandwhytheregimesperpetratecrimesagainsthumanityanddescribethedevastationsufferedbyJews,blacksandotherminoritygroups.

bAnalyzeswaysethnic,politicalandreligiousgroupssoughttoseparatethemselveswithinpoliticalboundaries

cAnalyzeswhyterroristmovementsandextremismhaveproliferatedandtheextentoftheirimpactonpoliticsandsocietyinvariouscountries

dExplainshownewtechnologiesandscientificbreakthroughsbothbenefitedandimperiledhumankind

eAssessestheinfluenceoftelevision,theInternet,andotherformsofelectroniccommunicationonthecreationanddiffusionofculturalandpoliticalinformationworldwide

fExaminesthecausesandconsequencesofgenocideinRwanda,Darfur,Somalia,Serbia

g Assessestheimpactofglobalpatternsofmigrationonthefuture



History1(continued)Studentsunderstandthechronologicalorganizationofhistoryandknowhowtoorganizeeventsandpeople

intomajorerastoidentifyandexplainhistoricalrelationships.History2(continued)



EssentialKno

wledge,Skills,Top

ics,

Processes,and

Con

cepts

WH26Appliesreadingandwritingskillstoinquire,thinkcritically,andapplyhistoricalconceptstonewsituations

a

Developsandextendsathesis,argument,orexplorationofatopicbyanalyzingdifferentperspectives,identifyinginconsistency,andaddressingcounterclaims

b Organizesincreasinglycomplexideastoachievecohesioninwriting

cCitesallsourcesandaccuratelydocumentquotationsandparaphrasedinformationusingastandardandconsistentstyle

dAnalyzes,infersandevaluatesthecontentofavarietyofprintandnonprintmaterialsforaccuracy,reasoning,andbias



Topic SuggestedTimeframe

CurrentEvents 3weeks(IntegratedThroughout)

FirstGlobalAge(14501770)

8weeks

AgeofRevolution(17501915)

8weeks

ACenturyofWarPeaceandAchievement(19002000)

10weeks

Research 3weeks

SuggestedTimelines



SocialStudiesScope&SequenceK5

K 1 2 3 4 5History CulturalIdentity Families Community

CommunityHolidays

NativePeoples

ExplorersandEncounters

StateHolidays

Colonization

Revolution

Sovereignty

CivilWar

Immigration

Civics MySchoolandClassroom

Neighborhood CommunityGovernment

ColoradoGovernment

DemocraticIdeas FederalGovernment

BillofRightsConstitution

Economics NeedsandWants

ProducersandConsumers

GoodsandServices

Scarcity Entrepreneurship

Mercantilism

Freemarketeconomy

Bartersystem

Monetarysystem

Currency

InternationalTrade

Industrialization

Geography MapsandGlobes

MapFeatures

Continents,

Communities

Mexico

Japan

Culture

India

Alaska

China

NaturalResources

Population

ThematicMaps

Satelliteimagery

ColoradoMap

Topography

IndigenousLands

ExplorationRoutes

Natural

Resourcemaps

MapthecolonialAmericans

South,Eastand

WesternColonies

13Colonies

Interdependence

Region

ResourceDistribution

Expansion

Human

Population

Movement

RegionalDevelopment



SocialStudiesScope&SequenceMiddleLevel

6Western

Hemisphere

7Eastern

Hemisphere

8UnitedStatesHistory

History Aztec,Inca,Maya AncientGreeceandRome

OriginofWorldReligions

U.S.Historyto1890

Geography MapSkills

PhysicalProcesses

RegionsandChange

CooperationandConflict

ResourceDistributions

GeographicProblemSolving

RegionsandChange

CooperationandConflict

ResourceDistributions

GeographicProblemSolving

RegionalDevelopmentoftheUnited

States

Economics Interdependence

ResourceDistribution

DevelopmentofMarketEconomy

Civics USForeignPolicy

Issuesanalysisanddecisionmaking

OriginofDemocraticIdeas

Issuesanalysisanddecisionmaking

USConstitution

ChangestotheConstitution



SocialStudiesScope&SequenceHighSchool

Topic 9

10 11

History WorldHistory1450tothePresent

USHistory1890tothePresent

Geography HumanSystems

GeographicTools

HumanEnvironmentalInteraction

CurrentEvents

Economics(elective)

Civics

CivicEngagement

OriginofUSGovernment

StructureandFunctionofGovernment

Parties,InterestGroupsandLobbyists

StateandLocalGovernment

CurrentEvents

12

MacroEconomicConcepts

FinancialLiteracy

CurrentEconomic

Events



WorldHistoryGlossaryofTerms

Culture Referstolearnedbehaviorofpeople,whichincludestheirbeliefsystemsandlanguages,theirsocialrelationships,theirinstitutionsandorganization,andtheirmaterialgoodsfood,clothing,buildings,tools,andmachines.

CultureRegion Referstoanareawithoneormorecommonculturalcharacteristicswhichgivesitameasureofhomogeneityandthatdistinguishesitfromsurroundingareas.

Diverse Referstohavingavarietyofformsorlands;variouskindsofforms.

EthnicGroups Referstoagroupofpeopleofthesameraceornationalitywhoshareacommonanddistinctiveculture.

Groups Referstoanycollectionofpersonsconsideredtogetherasbeingrelatedinsomeway.Thiswouldincludeethnicgroupsandoccupationalgroups(forexample,miners,ranchers,farmers).

HistoricalInquiry Referstotheprocessofstudyinghistorytofindoutwhat,who,why,when,etc.,inalogical,problemsolvingmanner.

HistoricalNarrative Referstowrittenhistoriesthat"tellthestory,"fromthesimpletothecomplex.

PrimarySources Referstohistoricaldocumentssuchasreports,maps,photographs,letters,drawing,diaries,andcourtrecordsandotherlegaldocuments,createdbythosewhoparticipatedinorwitnessedtheeventsofthepast.

SecondarySources Referstowrittenaccountsofeventsofthepastthatreflecttheauthor'sinterpretationoftheseeventsbasedontheauthor'sanalysisofprimaryand/orsecondarysourcesofinformation.

SocialOrganization Referstothestructureofsocialrelationswithinagroup.

Society,Soci

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