Alexander County Schools 2012-2013 · 2014. 8. 18. · Alexander County Schools 2012-2013 Unit: Middle Ages Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: WH.H.1 – Apply the

Alexander County Schools 2012-2013

Unit: Ancient Civilizations

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: WH.1 Apply the four interconnected dimensions of historical thinking to the Essential Standards for World History in order to understand the creation and development of societies/civilizations/nations over time. WH.2 Analyze ancient civilizations and in terms of their development growth and lasting impact.

Transfer: Students will be able to independently use their learning to…

Create a new civilization using the 5 principles of civilization

Appraise which civilization of the ancient era was more advanced.

Compare similarities of the ancient civilizations

Meaning

Understandings: Students will understand that…

geographical and environmental features contributed to the development of civilizations and cultures

government and civic institutions determined the type of civilization

Essential Question(s):

How does government develop in an ancient civilization?

How does trade increase cultural diffusion?

How is geography related to the development to ancient civilizations?

Acquisition

Students will know:

1. How Mesopotamia, Egypt and Persia developed. 2. How culture was transferred through cultural diffusion 3. How religion developed and influenced civilization

Students will be skilled at:

Analytical skills Compare and contrast exercises Determining cause and effect

Essential Vocabulary:

Artifact, culture, technology, domestication, civilization, scribe, cuneiform, ziggurat, Fertile Crescent, Mesopotamia, city-state, dynasty, cultural diffusion, polytheism, delta, pharaoh, theocracy, pyramid, hieroglyphics, papyrus, monsoons, migration, Anatolia, caste system, Minoans, Knossos, Phoenicians, monotheism, Hyksos, Thutmose III, Ramses II, Assyria, Sennacherib, Nebuchadnezzar, Darius

IT Standards: IT Strategies:

Unit Title: Ancient Civilizations Grade: 9th

Subject: World History

STAGE 2

Understandings:

geographical and environmental features contributed to the development of civilizations and cultures

government and civic institutions determined the type of civilization

Essential Questions:

How does government develop in an ancient civilization? How does trade increase cultural diffusion? How is geography related to the development to ancient civilizations?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments

(Evidences)

Daily Quizzes Discussion Tickets out door Observations Virtual History Project

Summative Assessment

Travel Brochure on assigned Ancient Civilization “Create a Civilization” Poster comparing the 5 major ancient civilizations

STAGE 3

Approximate number of days spent on unit:

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

PowerPoint presentations Guided readings Textbooks Internet ActivBoards Videos

Strategies:


Unit: Middle Ages

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: WH.H.1 – Apply the four interconnected dimensions of historical thinking to the World History Essential Standards in order to understand the creation of societies around the world. WH.H.3 – Understand how conflict and innovation influenced political, religious, economic and social changes in medieval civilizations.


Analyze the Feudal structure

Define the relationship between church and state

Examine the Crusades as a catalyst for global change

Meaning


The close relationship between church and state.

The Crusades represented a change in global interaction

That feudalism developed as a survival mechanism


What is the influence of religion on society?

How does trade effect local economies?

How do essential documents influence the creation of governments?

Acquisition

Students will know:

The degree to which the Catholic Church influenced governments.

The impact the Crusades had on the relationship between Muslims and Christians

The makeup of the feudal hierarchy and its impact on society.


analytical skills

compare and contrast

cause and effect


Excommunication, sacraments, interdiction, knights, fief, lord, vassal, manor, serf, pope, bishop, feudalism, Saladin, Richard the Lionhearted, Fredrick Barbarossa, Children’s Crusade


Unit Title: Middle Ages Grade: 9th


STAGE 2

Understandings:

The close relationship between church and state. The Crusades represented a change in global interaction That feudalism developed as a survival mechanism


What is the influence of religion on society? How does trade effect local economies? How do essential documents influence the creation of governments?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Discussion

Daily Quizzes

Tickets out door

Observations


World Trade Project Manor system diorama with elements of system defined on back Internet scavenger hunt

Byzantine Power Point project

STAGE 3









Resources:

PowerPoint presentations

Guided readings

Textbooks

Internet

ActivBoards

Strategies:


Unit: Renaissance and Reformation

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: WH.H.1 Apply the four interconnected dimensions of historical thinking to the World History Essential Standards in Order to understand the history of the World over time WH.H.4 Explain how interest in classical learning and religious reform contributed to increased global interaction (Renaissance, Protestant Reformation, Catholic Reformation, Printing Revolution, etc.)


Trace the development of the Renaissance and Reformation from their beginnings to their penultimate results of a more secular world with more religious freedom. Recognize the development of the printing press in relation to the development of literacy.

Meaning


Printing increased literacy and spread ideas The Reformation led to religious reform That the Renaissance led to more secular thinking That the Glorious Revolution contributed to limits on the British monarchy


How did the Printing Press Change Society? How does the Reformation lead to intellectual and religious freedom?

Acquisition

Students will know:

How and why increased availability of print material increased literacy and resulted in the spread of ideas that both supported and challenged authority. How and why the Reformation led to religious reforms Why the Glorious Revolution and the creation of the English Bill of Rights were important contributors to eventual limits on the British monarchy.


Analyzing technological change Comparing and contrasting pre- and post-Reformation Europe Tracing causes of the Renaissance and Reformation to their ultimate effects. Identifying important figures of the time era.


Printing Press, Martin Luther, Leonardo da Vinci, Protestant Reformation, predestination, Calvinism, Counter-Reformation, Gutenberg, Petrarch, humanism, secular, perspective, bubonic plague


Unit Title: Renaissance and Reformation Grade: Subject: World History

STAGE 2

Understandings:

Printing increased literacy and spread ideas The Reformation led to religious reform That the Renaissance led to more secular thinking That the Glorious Revolution contributed to limits on the British monarchy


How did the Printing Press Change Society? How does the Reformation lead to intellectual and religious freedom?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Daily Quizzes Discussion Tickets outdoor Observations Practice questions

Timelines


“Luther” Movie Paper Multiple Choice Tests

Impossible Idea Project

STAGE 3









Resources:

PowerPoint presentations Guided readings Textbooks Internet ActivBoards “Luther” Video

Strategies:


Unit: Exploration and Colonization

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: Explain how and why the motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations (e.g., religious, and political motives, adventure, economic investment, Columbian exchange, commercial revolution, conquistador destruction of Aztec and Incan civilizations, Triangular Trade, Middle Passage, trading outposts, plantation colonies, rise of capitalism, etc.)


Analyze the effects of exploration on trade and cultural diffusion. Compare and contrast the motivations of exploring nations. Illustrate the impact of exploration upon Native American peoples.

Meaning


Desire for markets and resources are catalysts for increased global interaction. Explorers reflecting different cultures increase cultural diffusion and imprint their identities on the cultures they meet. New business practices were developed such as capitalism


How does the desire for markets and resources cause global interaction? What impact did explorers have on other cultures? How do new business practices increase capital and increase global interaction?

Acquisition

Students will know:

The motivations for exploration and conquest. That trade and interaction create cultural diffusion That increased economic activity required changes to business practices and created modern capitalism.


Analyzing Comparing and contrasting Relating cause to effect


Christopher Columbus, Columbian Exchange, conquistadors, capitalism, banking, Commercial Revolution, Incas, Aztecs, mercantilism, joint-stock company, Cortes, mestizo, Pilgrims, Jamestown, Triangular Trade, balance of trade, bureaucrat


Unit Title: Exploration and Colonization Grade: 9th


STAGE 2

Understandings:

Desire for markets and resources are catalysts for increased global interaction. Explorers reflecting different cultures increase cultural diffusion and imprint their identities on the cultures they meet. New business practices were developed such as capitalism


How does the desire for markets and resources cause global interaction? What impact did explorers have on other cultures? How do new business practices increase capital and increase global interaction?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Daily Quizzes Discussion Tickets outdoor Observations Practice questions Timelines


Mapping Exercise: Colonization Map Natural Resources Map Explorer Research Paper Internet Explorers Scavenger Hunt

STAGE 3









Resources:


Guided readings

Textbooks

Internet

ActivBoards

Strategies:


Unit: Revolutions

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: WH.H.6: Understand the Age of Revolution and Rebellions

Transfer: Students will be able to independently use their learning to… Compare and contrast the American and French Revolutions.

Define the ideas of the Enlightenment.

Trace the development of the Scientific Revolution.

Meaning


New ideas and theories of the universe altered political thought and affected economic and social conditions. Physical geography, natural resources, and new agricultural practices helped create industrialism.


What theories led to the American and French Revolutions? What ideas based on early science led to changes in government and industry?

Acquisition

Students will know:

That a transition in thinking based on the Scientific Revolution led to changes in government and societal norms. That same transition in thinking based on the Scientific Revolution led to changes in industry and agriculture.


Analytical skills Compare and contrast Cause and effect


Adam Smith, laissez faire, industrialization, unions, Marxism, rationalism, secularism, humanism, natural rights, middle class, urbanization, natural resources, agricultural revolution, Enlightenment, John Locke, Jean-Jacques Rousseau, Montesquieu, Hobbes, Voltaire, Thomas Jefferson, natural rights


Unit Title: Revolutions Grade: 9th


STAGE 2

Understandings:

New ideas and theories of the universe altered political thought and affected economic and social conditions. Physical geography, natural

resources, and new agricultural

practices helped create

industrialism.


What theories led to the American and French Revolutions? What ideas based on early science led to changes in government and industry?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Daily Quizzes

Discussion

Tickets outdoor

Observations

Practice questions

Timelines


Oral Presentation on : - French Revolution - American Revolution - Industrial Revolution 3d Project: Industrial Revolution: - Research and re-create

an industrial revolution invention

STAGE 3









Resources:


Guided readings

Textbooks

Internet

ActivBoards

Strategies:


Unit: Great Wars Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: WH.H.7: Understand how national, regional, and ethnic interests have contributed to conflict among groups and nations in the modern era.


Recognize causes of conflicts between nations. Evaluate the outcomes of large wars. Distinguish between rival alliance systems.

Meaning


Ethnic, economic, and political rivalries led to wars in the early and mid-20th

century Alliances were created among rival nations as a result of competition The outcomes of the Great Wars led to profound changes in the state of the world.


What are the causes of the World Wars? What are the outcomes of the World Wars? How did the societies adjust and cope with the concept of total war?

Acquisition

Students will know:

The causes of the First and Second World Wars The prevailing alliance systems created by nations in the 19th and 20th

centuries. The role of nationalism, imperialism, and economic conflicts in creating wars


Analytical skills Compare and Contrasting Relating cause to effect


Nationalism, imperialism, militarism, industrialization, balance of power, colonization, Marxism, socialism, communism, Triple Alliance, Triple Entente, Central Powers, Western Front, trench warfare, total war, rationing, propaganda, existentialism, jazz, Mussolini, Hitler, fascism, Nazism, surrealism, Axis powers, appeasement, isolationism, Third Reich, atom bomb, blitzkrieg, Winston Churchill, Pearl Harbor, Dunkirk, Holocaust, genocide, D-Day, Battle of the Bulge, Kamikaze, Nuremberg, concentration camp


Unit Title: Great Wars Grade: 9th


STAGE 2

Understandings:


What are the causes of the World Wars? What are the outcomes of the World Wars? How did the societies adjust and cope with the concept of total war?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Daily Quizzes

Discussion

Tickets outdoor

Observations

Practice questions

Timelines


Facebook Project- Select 1 person from WWI or WWII and create a FB page Poster Project:- Timeline of the 1st World War, or 2nd.

STAGE 3









Resources:


Guided readings

Textbooks

Internet

ActivBoards

Videos

Strategies:


Unit: 20th Century Change

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: WH.H.8: Analyze global interdependence and shifts in power in terms of political, economic, social, and environmental changes and conflicts since the last half of the twentieth century.


Compare and contrast the advantages of different technologies Compare and contrast the political and economic systems of the Soviet Union and the US and their satellites. Recognize the causes and analyze the effects of technological development in the post-war era.

Meaning


How World War II and the Cold War were shifts in global power structures.

The balance of power between the US and the Soviet Union and the bipolar world.

Shifts have taken place in urbanization, technology, the environment, and global power constantly in the post-war era.


What is modernity?

How did competition between the Soviet Union and the US lead to advances in technology?

How did the Cold War affect nation-states and groups outside of the ones directly involved?

How has the rise of terrorism affected modern institutions?

Acquisition

Students will know:

The causes and crises of the Cold War.

The division of the world between communism and democracy until 1991.

The effects of technological advancement and their impact on the environment.


Analytical skills Comparing and Contrasting Illustrating cause and effect


Globalization, terrorism, AIDS, human rights, pollution, climate change, United Nations, NATO, Warsaw Pact, Space Race, Korean War, Vietnam War, Cuban Missile Crisis, 9-11, Al-Quaeda, Third World, Fidel Castro, EPA, environmentalism, SALT, Ronald Reagan, Berlin Wall, John F. Kennedy, Bin Ladin, Muslim League, Indira Ghandi, Nelson Mandela, Six-Day War, Internet, social networking, genome project,


Unit Title: 20th

Century Change Grade: 9th


STAGE 2

Understandings:

How World War II and the Cold War were shifts in global power structures. The balance of power between the US and the Soviet Union and the bipolar world. Shifts have taken place in urbanization, technology, the environment, and global power constantly in the postwar era.


What is modernity? How did competition between the Soviet Union and the US lead to advances in technology? How did the Cold War affect nation-states and groups outside of the ones directly involved? How has the rise of terrorism affected modern institutions?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


(Evidences)

Daily Quizzes

Discussion

Tickets outdoor

Observations

Practice questions

Timelines


Biographies of the Millennium Project -Choose 2 people to do research and a presentation Map Exercise: - World as Today: name every country in the world on a map Current Events Project: - Research a Current World Event in the past 2 weeks, give a presentation My Life Paper: - Top 10 events during the student’s lifetime that they remember.

STAGE 3









Resources:


Guided readings

Textbooks

Internet

ActivBoards

Videos

Strategies:

Documents

Alexander County Schools 2012-2013 · 2014. 8. 18. · Alexander County Schools 2012-2013 Unit: Middle Ages Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: WH.H.1 – Apply the