World History Unpacking Doc

NORTH CAROLINA UNPACKING DOCUMENT FOR WORLD HISTORY

The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.

This document will provide:

● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students Will Understand: understandings that students should be able to arrive at as a result of the instruction● Students Will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective

The example topics and example formative assessments provided with each objective are:

● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum

The example topics and example formative assessments provided with each objective are:

● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items

The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms

1

https://www.dpi.nc.gov/glossary-instructional-terms-fall-2021-implementation

Inquiry Strand

The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, thinkcritically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiryprocess on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year orsemester.

Inquiry 9-12The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 9-12 grade band. Teachers shouldbe encouraged to use these indicators in every grade level.

Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of all high school courses students willhave been exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiryindicators in each grade.

Standard Indicator

Apply the inquirymodels to analyze andevaluate social studies

topics and issues inorder to communicateconclusions and take

informed actions

I.1.1 Compelling Questions● Identify issues and problems in social studies● Formulate questions based upon disciplinary concepts

I.1.2 Supporting Questions● Identify related issues and problems related to the compelling question● Formulate supporting questions

I.1.3 Gathering and Evaluating Sources● Locate credible primary and secondary sources● Identify a variety of primary and secondary sources in support of compelling and supporting questions● Summarize the central ideas and meaning of primary and secondary sources through the use of literacy strategies● Determine the origin, context, and bias of primary and secondary sources● Differentiate between facts and interpretation of sources● Evaluate competing historical narratives and debates among historians

I.1.4 Developing Claims and Using Evidence● Analyze data from charts, graphs, timelines, and maps● Analyze visual, literary, and musical sources● Examine change and continuity over time● Analyze causes, effects, and correlations● Determine the relevance of a source in relation to the compelling and supporting questions

I.1.5 Communicating Ideas

2

● Construct written, oral, and multimedia arguments● Support arguments with evidence and reasoning while considering counterclaims● Use proper formatting in citing sources for arguments● Develop new understandings of complex historical and current issues through rigorous academic discussions● Participate in rigorous academic discussions emphasizing multiple viewpoints in which claims and evidence are

acknowledged, critiqued, and built upon in order to create new understandings of complex historical or current issues

I.1.6 Taking Informed Action● Generate ideas through which the inquiry facilitates change● Devise a plan to enact change based on the results of the inquiry● Organize and take individual or collaborative action in order to affect change and inform others

The time period and focus for this course is from 1200 C.E. to present day.

Unpacking the Behavioral Science ObjectivesStandard WH.B.1 Analyze how artistic, literary, philosophical, technological, and scientific ideas have developed and shaped society and institutionsOverarching Concepts: Artistic Ideas, Philosophical Ideas, Technological Ideas, Societal Development, Society

Objective Mastery of theObjective Students Will Understand Students Will Know Example Topics Examples of Formative

AssessmentWH.B.1.1Deconstructsocieties andinstitutionsaround the worldin terms of theways in whichthey wereshaped by art,literature,philosophicalthought, andreligion, now andin the past

Students must beable to demonstratethe ability toexamine howcultural elementsand behaviors, suchas art, literature,philosophicalthoughts, andreligion havecontributed to thedevelopment ofvarious societiesand institutionsthroughout worldhistory.

Teacher note: In

Art, music, and literaturecan bring people togetheraround shared culturalexpressions thatcontribute to thedevelopment of societiesand their institutions

Philosophical thoughtand ideas may influencesociety by challengingexisting thought and leadto societal change

Religion can be animportant factor insupporting societal orinstitutional expectations

Examples of art, music,and literature that expressthe beliefs and values ofvarious societies andinstitutions throughouthistory

Examples of variousphilosophies and ideasthat have helped shape thepractices and behaviors ofdifferent societies

Various religions andreligious beliefs haveinfluenced the ways asociety or institutionswithin a society run

Africa● Ife bronze statues● Dogon sculptures● Bambara mask● Gondar art● Hundred Flowers

campaign● Mamluk

architecture● Griots and oral

storytelling● Ibn Batutta● Bantu Philosophy

Asia● Calligraphy and ink

wash painting inAsia

Students analyzeteacher-selected artmovements thatinfluenced and changedsociety (e.g., conceptualart, modernism, feministart, Black artsmovements, etc.). Then,students attribute howthe art influenced ways inwhich society orinstitutions changed orevolved, using astudent-created chart.Examples of content toinclude in the chart canbe: 1) Tiananmen 1989by Ricardo Levins

3

deconstructing asociety or institution,the students shouldwork to analyze theparts of a society orinstitution byexamining the partsthat come togetherto make up thesociety or institutionas a whole.

and behavior ● Noh masks● Mughal art● Timurid

Renaissance● Indian Renaissance

and Reformmovement

● Brutalist● Sikh and

Neo-TropicalArchitecture

● Kabuki● Sizhu Chamber

Music● Bollywood● Haiku● Neo-Vedanta● Neo-Confucianism

Europe● Gothic● Renaissance● Romanticism● Surrealism● Chaucer● Shakespeare● Jane Austin● Humanism● St. Thomas

Aquinas● Nicholo Machiavelli● Enlightenment● Reformation● Deism

North America● American Indian Art

Morales helpedencourage conversationaround issues of humanrights in China and thesocial action to improvehuman conditions; 2)Images of injured kids inthe Vietnam War helpedexpose the atrocities ofwar on children andcivilians and shapedmovements that demandan end to the war; or 3)Albert Bierstadt createdpaintings of westernAmerica in the 1850s and1860s, causing people totravel and settle west.This helped shape thedevelopment of the“Western frontier” of theUnited States.

Students create aTwitter-style feed asthough they arephilosophers. Within theTwitter-style feed, thestudent describes thephilosophy presentedand what the philosopherhopes to impact orchange with the idea(s).The philosopher shouldrespond to people'sreplies to the originaltweet. The replies can be

4

● Folk Art● Abstract

Expressionism● Pop Art● Harlem Renaissance● Rock and Roll● Hip Hop● Jazz● Hollywood● Transcendentalism● Pragmatism● Great Awakenings

South America● Maya and Aztec

Codices● Mexicanidad Art● Muralism● Latin American

dance and music-Mambo

● Tango● Modernismo

Literature● Rise of the

Pentecostal andNeo-PentecostalChurch

Oceania● Maori wood carving● Samoan dance● Oral storytelling

from real people of thetime and should relate tohow the philosopher’sideas have shapedsociety (good or bad).The number of ways thephilosophic idea(s) haveshaped society and/orinstitutions as well assupporting historicaltextual evidence must beincluded in the rubric.

5


AssessmentWH.B.1.2Explain theimpact ofscientific andtechnologicalinnovations onsocietal changearound theworld, both nowand in the past

Students must beable to demonstratean understanding ofhow science andtechnology havecaused changes insocieties in variousregions, throughouthistory.

Teacher Note: Makesure to studysocieties fromvarious periods inhistory, in multipleregions around theworld.

Innovations in science andtechnology can increaseawareness of societalissues and may contributeto the improvement ofhuman conditions

Innovations in science andtechnology can changehow people live, work,travel, communicate, andplay

Examples of inventionsand technologicalinnovations that haveimproved communication,transportation, medicine,agriculture, etc.

Examples of the waysvarious societies changeddue to technologicalinnovation

Examples of the waysvarious societies changeddue to innovations inscience

Agriculture● Chinampas● Crop rotation● Genetically

ModifiedOrganisms (GMOs)

● Pesticides● Fertilizers

Military● Cannons● Muskets● Rifles● Machine guns● Tanks● Nuclear weapons● Drones

Industrial● Bessemer process● Steam engine● Internal

combustion engine● Interchangeable

parts● Assembly line

Transportation● Caravel● Compass● Steamboat● Junk (Ship)● Locomotive● Automobile● Airplane

Students create anadvertisement for aspecific technological orscientific innovationhighlighting how theinnovation changedsociety in at least “x”different locationsaround the world orduring “x” different timeperiods in history.

Students write an entryfor the Encyclopedia ofScience and Technologyhighlighting the waysmajor advancementsimpacted society invarious regions of theworld. The number ofentries should bedetermined by theteacher, based on thetime period or events thestudents are studying.

Students develop aflowchart showing howchanges in modes ofcommunication duringvarious times in worldhistory (from the printingpress to social media)have impacted thespread of information

6

● Space race

Medical● Smallpox vaccine● Medical mask● Penicillin● Eugenics● Cloning● Stem-cells● Human Genome

Project

Communication● Printing press● Telegraph● Telephone● Radio● Television● Computer● Satellite● Internet● Social media

Energy Sources● Water● Steam● Coal● Oil/gas● Wind● Solar● Nuclear

Science● Heliocentrism● Scientific method● Empiricism● Kaozheng

and ideas, using specificexamples. This activitycan be used multipletimes as modes ofcommunication evolve.

7

Standard WH.B.2 Understand the concept of identity in historic and contemporary societies in terms of its development and impactsOverarching Concepts: Identity, Society, Societal Development


AssessmentWH.B.2.1Explain howshared valuesand beliefs of aculture impactnational, tribal,and groupidentity, now andin the past

Students must beable to demonstratetheir understandingof the effects,values, and beliefshave on nationaland tribal identities.

Shared values and beliefsalong with cultural andsocial influences oftencontribute to thedevelopment of bothdominant andnondominant groupswithin a society

Individual and groupadherence to historicaltraditions, celebrations,and ways of life oftenresult from the sharedvalues and beliefs thathelp them identify withand feel connected to aparticular nation, tribe, orethnic group

Conflict can occur whenindividuals and groupswithin a society do notshare an agreed-upon setof cultural values orbeliefs

Examples of both sharedcultural beliefs and sharedcultural values

Ways shared culturalvalues and beliefs impactnational, tribal, and groupidentities

Ways customs ortraditions influence thedevelopment of tribal orgroup identity within anation or region

Shared values andbeliefs● Religious

syncretism● Influence on

government andlaw

● Fundamentalism ororthodoxy

● Influence on socialnorms

● Liberalism● Conservatism● Capitalism● Communism● Socialism● Nationalism

Cultural identity markers● Food● Clothing● Language● Art● Literature● Entertainment

Social norms● Role of education● Family structures● Marriage norms● Individualism● Collectivism

Students create afishbone diagramshowing how the sharedvalues and beliefs of thecitizens of ancientAthens impacted theidentity of the city-state.This activity can bereplicated with multiplenations and groups.

Students select a nationor group based on thecontent they arestudying. Studentscomplete a tableshowing how the sharedbeliefs of their chosenNation/Group impactedthe national, tribal, orgroup identity of a nationor region. The studentsthen describe how theimpact on that identityinfluenced therelationship between thenation/group and thepeople of that country, atribe, or a group. Theteacher can provide aworksheet for studentsto record their thoughtsor ask students to create

8

Gender● Patriarchy● Matriarchy● Foot binding● Sati● Feminism● Property ownership

their own table with thefollowing columnheadings: 1)Nation/Group; 2) SharedBeliefs of theNation/Group; 3) Impactof Shared Beliefs onIdentity; and 4) How theImpact of Shared Beliefson Identity Influenced theRelationship Between theNation/Group and Peopleof the Nation, Tribe, orGroup.


AssessmentWH.B.2.2Explain howcompetingreligious,secular, racial,ethnic, and tribalgroup identitieshave impactedsocieties, nowand in the past

Students must beable to demonstrateknowledge andunderstanding ofthe effects thatcompetingidentities have onsocieties, payingspecific attention tothe identities ofvarious religious,secular, racial,ethnic, and tribalgroups.

Differing values, beliefs,customs, and traditionscan lead to conflict withinand between societies

Competing ideologiesbetween church and statecan create conflictingexpectations of behaviorand can lead to tensionsbetween the power andauthority in a society

Examples of variousracial, ethnic, and tribalgroups and their sharedvalues and beliefs

Examples of how racial,ethnic, and tribal identitieshave clashed with thedominant group of asociety, region, or nation

How competingideologies on race,societal hierarchy, andclass impact societies

Examples of how theidentities of religious andsecular groups haveimpacted societies

Religion● Reformation● Islamophobia● Anti-semitism● The Inquisition● Mughal India● Tibet● Israel/Palestine● Sunni/Shia● Secularism

Race/ethnicity● Social Darwinism● Immigration

restrictions● Apartheid● Assimilation● Detribalization● Nationalist

movements

Students are assigned apost-1200 CE examplewhere there was aconflict that resultedfrom competing religiousidentities. The studentscomplete a flow chartidentifying the competingidentities, how thosecompeting identities ledto conflict, and theimpact the outcome ofthat conflict had onsociety.

Students use informationfrom a time period theyare studying to develop agraphic organizeroutlining how the

9

● Nazism● German and Italian

unification● Boxer Rebellion● Sepoy Rebellion● African National

Congress

Pogrom and genocide● Strasbourg Pogrom● 1905 Kiev Pogrom● Armenian● Holocaust● 1950 East Pakistan

Pogrom● Bosnia● Cambodia (Khmer

Rouge) Rwanda

Social class systems● Feudalism● Hindu caste system● China’s civil service

system● Encomienda

system● French estates● Industrial classes

competing identities ofat least 2-3 groupsimpacted the societywithin which the groupslived or interacted insome way. Categoriesinclude: Religious Group,Secular Group, RacialGroup, Ethnic Group, andTribal Group. Categoriesshould be applicablebased on the era,historical event, andsociety/region of theworld.

Students complete aJigsaw activityexamining howcompeting identitiesimpacted the ethniccleansing that took placein areas controlled by theBosnian Serb Army,targeting Bosniaks andBosnian Croats. TheJigsaw grows consist ofthe following: 1) Identityof the Bosniaks and howthat identity led toconflict; 2) Identity of theBosnian Croats and howthat identity led toconflict; 3) Identity of theBosnian Muslims andhow that identity led toconflict; and 4) Serbia’s

10

national identity and therole it played as a nationin the Bosnian Genocide.This activity can berepeated multiple timesthroughout the coursewhen studying orcomparing othergenocides of history.


AssessmentWH.B.2.3Explain theimpact of globalinteraction onthe developmentof national,tribal, and ethnicidentities, nowand in the past

Students must beable to demonstratetheir knowledge andunderstanding ofhow intercontinentaland regionalinteractions haveimpacted thenational, tribal, andethnic identities ofindividuals andgroups.

Global interaction maycontribute to thecontinued observance ofthe identity of a nation,tribe, or ethnic group

Cultural assimilation canbe the result of globalinteraction and can leadto the impact of not onlynative lands, but also theidentities of indigenouspeoples

Religious, political,economic, and militarycampaigns can driveglobal interactions thatresult in the exchange ofideas and beliefs thatmay eventually foster acomplete transformationof a group’s identity

Examples of globalinteraction

Examples of how globalinteraction has contributedto the development of anational or nation-stateidentity

Examples of how globalinteraction has impactedthe identity of varioustribal and ethnic identitiesthroughout history

Examples of how globalinteraction has impactedthe native identity of aplace and the rise of a newidentity in its place

Vehicles of culturaldiffusion● Crusades● Columbian

Exchange● Colonization● Imperialism● African Diaspora● Globalization

Effects of culturaldiffusion● Enculturation● Acculturation● Assimilation● Detribalization● Islamification● Christianization● Westernization● Americanization● Pan-Africanism● Cultural blending

Students read excerptsof primary sourceaccounts detailing theinteractions of culturesfrom Marco Polo and IbnBattuta to contemporaryreactions toglobalization, focusingon interactions withindigenous populations.Students then completea cause-and-effectgraphic organizer toshow the impact theinteraction had on theindiginous society.

Students create a bubblemap showing at least 10impacts of globalinteraction on thedevelopment of theAmericas between1500-1600. Studentsshould ensure each

11

bubble has anaccompanying shortexplanation.

Students create aLinkedIn-style profilepretending they are“global interaction.” Theprofile should explainhow, as “globalinteraction,” they haveimpacted the identity of aparticular group ornation. The profileshould include thefollowing sections: 1)Background- Describeyourself pretending youare “global interaction”explaining what national,tribal, or ethnic group youare connecting yourselfto as “global interaction,”and what brought you tothe area or region of theworld in which youinteracted; 2) About- Talkabout the people andgroups with whom youhave interacted (e.g.,their beliefs, culture, wayof life, government, etc.);3) Impact- Share at leastone impact you had onthe lives of the peoplewith whom youinteracted; and 4)

12

Recommendations-Provide at least onerecommendation thatsomeone might makeabout you.

Unpacking the Civics and Government ObjectivesStandard WH.C&G.1 Analyze the relationship between various societies and government in terms of freedom, equality, and powerOverarching Concepts: Relationship, Society, Government, Freedom, Equality, Power

Objective Mastery of theObjective

Students WillUnderstand Students Will Know Example Topics Examples of Formative

AssessmentWH.C&G.1.1Compare waysin whichindividuals,groups, andgovernmentshave gained andmaintainedpower

Students must beable to describe anddiscuss thesimilarities anddifferences of howpower has been bothacquired andmaintained invarious placesaround the worldthroughout history.

The methods individualsand groups use to gain ormaintain power may bedependent on the type ofgovernment

Governmental powermay be obtained throughthe consent of thegoverned or by force

Similarities anddifferences in the wayspeople have acquired andmaintained power

Similarities anddifferences in the waysvarious governments haveacquired and maintainedpower

Examples of individuals,groups, and governmentsthat acquired power in acivilization, society,empire, or nation

Individuals● Genghis Khan● King John and the

Magna Carta● Moctezuma I● Sunni Ali● Timur Lenk● Queen Elizabeth I● Catherine the Great● Napoleon Bonaparte● Otto von Bismarck● Simon Bolivar● Mao Zedong● Pol Pot● Idi Amin● Winston Churchill● Juan Perón● Indira Gandhi● Golda Meir

Groups● Catholic Church● Feudal Lords● French Estates● Al Qaeda

Students create a comicstrip or TikTok-style60-second video starringtwo individuals/leaderssharing advice on how togain and maintain power.Within the comic/video,the individuals/leadersshould debate the bestway to gain or maintainpower by using personalexamples from theirhistory. A rubric shouldbe included requiringstudents to explain thesimilarities anddifferences theindividuals/leaders had ingaining and maintainingpower. Theindividuals/leaders canbe from the same ordifferent time periods orregions.

13

● Bolshevik Party

Governments● Holy Roman Empire● British Empire● Tokugawa

Shogunate● Colonial Brazil● Fascist Italy● Communist North

Korea

Vehicles for GainingPower● Hereditary/Dynastic

Treaties● Coup D'etat● Schism● Revolution● Civil War

Imperialism● Election● Economic Crisis● Foreign Intervention

Vehicles for MaintainingPower● Divine Right● Hereditary● Schism● Corruption● Election● Political Marriage● Military Force

Students complete agraphic organizercomparing feudalsystems in Europe andJapan. The teachershould ensure studentscompare how thegovernment's power wasgained and maintained.

Students create a “BoxingMatch” between twoindividuals or groups tocompare the tactics usedto create large empiresand maintain powerwithin the empires (e.g.,Moctezuma I, Napoleon,Mongols, Britain, Russia,etc.). The studentscompare the tactics usedby each ruler in theopening speech for theboxing match (e.g, “In thiscorner… and in thiscorner…”). Then, studentswrite about the rounds ofthe boxing match todetermine a winner byincluding ways theindividuals or groupsgained power, createdempires, and maintainedthose empires. Thewinner of the matchshould be the individualor groups the students

14

felt had the best methodof gaining andmaintaining power.



AssessmentWH.C&G.1.2Distinguish waysin whichreligious andsecular leadersand politicalsystems haveused power tosustain, expand,or restrictfreedom andequality

Students must beable to makedistinctions betweenreligious and secularauthority.

Students must beable to differentiatewhat does and whatdoes not constitutea political system.

Students must beable to makedistinctions betweenthe ways in whichreligious and secularpower have beenused to maintain,increase, or limitboth freedom andequality throughouthistory, in variousplaces across theglobe.

Political systems that donot have the legitimateconsent of power andauthority from the peopleoften rule through fear,intimidation, and therestriction of freedom

Both freedom andequality may bemaintained, restricted, orexpanded by thedecisions and actions ofthe people who are incharge of the politicalsystems of a society

The functions of thepolitical systems of asociety are carried out byleadership

Examples of differenttypes of political systems

Examples of how differentreligious and secularleaders have used powerto restrict freedom andequality

Examples of how differentreligious and secularleaders have used powerto sustain or expandfreedom and equality

Religious leaders● Pope Paul III● John Calvin● Bartolomé de Las

Casas● Pope John XXXIII● Ayatollah Khomeini● 14th Dalai Lama

Secular leaders● King John● Suleyman the

Lawgiver● Oda Nobunaga● Ivan the Terrible● Akbar● Abbas the Great● Emperor Qianlong● Juan Peron● Hồ Chí Minh● Indira Gandhi● Nelson Mandela● Sahle-Work Zewde

Political systems● Absolutism● Authoritarianism● Totalitarianism● Democracy● Theocracy● Secularism

The teacher providesstudents with a dossier ofreligious and secularleaders. Students chooseone religious and onesecular leader. Theteacher has students readthe dossiers and circlethe information in thedossier to show what isrelevant to each type ofleader and to highlightinformation that showshow they used theirpower to sustain, expand,or restrict freedom andequality.

Students analyze a set ofLeadership Trading Cardscreated by the teacher.Each card should have animage of a secular orreligious leader thestudents have studied.The card should alsoinclude the leader’s name.The backside of thetrading card shouldinclude a brief bio and astatement of leadership

15

Sustain freedom andequality● Laws● Free elections● Free press● Free speech

Expand freedom andequality● Laws● Constitutions● Religions● Edicts● Treaties● Multilateral

agreements

Restrict freedom andequality● Corruption● Pogrom● Genocide● Separate racial or

ethnic groups● Caste systems● Inquisition● Heresy● Aparthied

from the leader. Thestatement of leadershipshould show how theleader thinks it is best touse power to sustain,expand, or restrictfreedom and equality.The teacher assigns eachstudent one of thefollowing tasks todistinguish the religiousand secular leaders whohave used power tosustain, expand, orrestrict freedom andequality. The teacher maychoose to ask somestudents to pick leaderswho have restrictedfreedom and equality,some students to pickleaders who haveexpanded freedom andequality, and somestudents to pick leaderswho focus on sustainingfreedom and equality.Students pair up with apartner who had adifferent assignment anddiscuss how theirdifferent leaders usedpower to sustain, expand,or restrict freedom andequality.

16



AssessmentWH.C&G.1.3Comparevariousrevolutions,rebellions, andmovements interms of motive,consequence,and lastingimpact on thefreedom andequality ofindividuals andgroups insociety

Students must beable to discuss thesimilarities anddifferences of themotives for,consequences of,and lasting impactsof political,economic, cultural,and socialrevolutions, payingspecific attention tofreedom andequality of peopleand groups.

Students must beable to discuss thesimilarities anddifferences ofrebellions in termsof the struggle forfreedom andequality, payingspecific attention tomultiple groups ofpeople in variousparts of the world,throughout history.

Students must beable to discuss thesimilarities anddifferences ofsocial movements

Political revolutions,rebellions, andmovements can becaused by dissatisfactionof the people withgovernment as well asthe presence of new orcompeting ideas aboutfreedom and equality

Competing ideas aboutfreedom and equalitymay spark conflict thatcan lead to a change inthe political system orthe creation of a newpolitical system

Although social andpolitical movements forfreedom and equalitymay be similar, theconsequences andlasting impact of thosemovements may differ

Various revolutions indifferent parts of theworld (causes andeffects)

Various rebellions indifferent parts of theworld (causes andeffects)

Various socialmovements in differentparts of the world (causesand effects)

The lasting impact variousrevolutions, rebellions,and social movementshave had on freedom andequality

The similarities anddifferences of variousrevolutions, rebellions,and movementsthroughout history

Revolutions● Glorious● French● Haitian● Meiji Restoration● Russian● Chinese● August● Rwandan● Iranian● Arab Spring

Rebellions● Jingnan● Revolt of the

Brotherhoods● Khmelnytsky

Uprising● Stono● Ottoman Coups of

1807-1808● Taiping● Eureka● Sepoy● Boxer● Maji Maji uprising● Warsaw Ghetto

uprising● Mau Mau● Tibetan uprising

Movements● Abolitionist● Communist● Decolonization

The teacher assignsstudents to work in pairs.Each set of pairs is givenone nation/empiredepending on the timeperiod being studied.Each pair of students isgiven several revolutionsand rebellions thatoccurred in thatnation/empire since 1200CE. Students create athree-column chart. Thetitles of the columnsshould be “Motive,”“Consequence,” and“Lasting Impact.” Eachpair of studentscompletes the chartbased on the revolutionsand rebellions for thenation/empire they wereassigned. Once finished,each pair of studentsteam up with another pairof students to comparetheir answers. As acombined group of 4, thetwo sets of student pairsthen come up withcommonalities they seewithin their two charts.

Students work in pairsto compare the

17

in terms of thestruggle forfreedom andequality, payingspecific attention tomultiple groups ofpeople in variousparts of the world,throughout history.

● Feminist● Human rights● Indigenous people

similarities anddifferences between tworevolutions, tworebellions, or two politicalor social movements.The students use theirknowledge to craft threeVenn Diagrams. Diagram#1 should compare themotives of therevolutions, rebellions, ormovements. Diagram #2should compare theconsequences of therevolutions, rebellions, ormovements. Diagram #3should compare anylasting impacts therevolutions, rebellions, ormovements had onfreedom and equality. Itis also acceptable if thestudents want tocompare a revolution to arebellion instead ofrevolution to revolution orrebellion to rebellion.



AssessmentWH.C&G.1.4Compare waysracial, ethnic,and religiousgroups aroundthe world havedemonstrated

Students must beable to discuss thesimilarities anddifferences in howvarious groups havebeen able to resistand endure

The strategies used toresist injustices,inequities, and therestriction of freedomsmay vary depending on anation’s system ofgovernment

Examples of resistanceand resilience to injusticein various parts of theworld, throughout history

Examples of variousracial, religious and ethnic

Religious groups● Protestant

Reformation● French Huguenots● Puritans● Mughal India● Religious groups in

Students create acomparison chartbetween two differentracial, ethnic, or religiousgroups that worked toaddress inequalities,injustice, and restriction

18

resistance andresilience toinequities,injustice, andrestriction offreedoms, nowand in the past

inequities, injustice,and the restrictionof freedoms, payingspecific attention toracial, ethnic, andreligious groups,throughout worldhistory.

Teacher Note: Makesure to study andaddress examplesnot only across timebut in various regionsand places acrossthe globe.

Global communicationand interaction mayallow individuals andgroups to witnessdifferent ways toeffectively address orprotest unfair treatmentthat may exist in asociety

The decisions on how toresist inequities,injustice, and therestriction of freedommay vary depending onthe historical backgroundof the groups involved,the pattern of unjusttreatment and the levelof success experiencedfrom any past attemptsat resistance

The ability to recognizeand resist discriminatorybehaviors and practicescan equip individuals toovercome the negativeimpact of the inequitiesand injustices that mayexist in a society

groups that sufferedinequities and injustice

Similarities anddifferences in the waysracial ethnic and religiousgroups demonstratedresistance and resilienceto inequities, injustice, andrestriction of freedoms

communist nations● Buddhists during

the MeijiRestoration

● Baháʼís in Iran● Zoroastrians in the

Middle East● Tribal belief

systems inresponse toEuropeancolonialism andimperialism

Racial/ethnic groups● Mamluks● French Maquis● Umkhonto we

Sizwe in SouthAfrica

● Viet Minh● Mau Mau● Prague Spring● Irish Republican

Army● Palestine Liberation

Organization● Kurds● Taliban● Tamil Tigers● Sandinistas● The Basques

Resistance● Develop militia● Terrorist actions● Negotiate

of freedoms. In the firstand last columns of thechart, the student writesabout what each groupdid that was different inparticular categories.The categories should be:1) Location; 2) The peoplewho created or enforcedthe restrictions; and 3)Restrictions encountered,method of resistance, etc.In the center column,students write how thedifferences in theparticular categories hadsimilarities.

Students create a Janusfigure for two differentracial/ethnic groups.One-half of the Janusfigure should address themethods used by the firstgroup to resist and showresilience to theinequalities, injustice, andrestriction of freedoms.The other half of theJanus figure shouldaddress the methodsused by the secondgroup. At the bottom ofthe Janus figure, studentsprovide a comparison.Each side of the Janusfigure can be designed to

19

● Boycott● Request foreign

intervention● Civil disobedience● Passive resistance● Peaceful protest● Draw international

attention● Propaganda● Subterfuge

Resilience● Migration● Negotiation● Acculturation● Responses to

natural disasters● Holocaust survivors

represent the group beingrepresented.

Standard WH.C&G.2 Evaluate international diplomacy and the policies of a nation in terms of influence on global conflict and resolutionsOverarching Concepts: Diplomacy, Policy, Nation, Conflict, Resolution



AssessmentWH.C&G.2.1Explain howpolicies andtreaties have ledto internationalconflict, nowand in the past

Students must beable to demonstrateknowledge andunderstanding ofhow and whyinternational treatiesand political,economic, andsocial policies havebeen causes ofvarious internationalconflicts in worldhistory.

Changes in policies andtreaties can lead tointernational conflict

The policies andconditions that nationsagree upon at the end ofone international conflictmay become catalystsfor future internationalconflicts

Violation of internationallaws and agreements

How policies and treatieshave led to internationalconflict

Examples treaties andpolicies that have led tointernational conflict

The impact of variousforeign policies andtreaties

Policies/Laws● Mercantilism● Imperialism● Capitalism● Fascism● Nationalism● Militarism● Alliance systems● Nuremberg Laws● Spanish

ReconcentrationPolicy

● Appeasement● Isolationism

Students complete atwo-columncause-and-effect chart inwhich they define/describe key policies ortreaties that led toconflict in the left columnand how those policiesled to internationalconflict in the rightcolumn. Students shouldinclude specific examplesin the right column.

20

can contribute topolitical, economic, andsocial conflict which mayeventually requireinternational interference

● Containment● Nation-building● Brinkmanship● Peaceful

coexistence● Self-determination

Treaties● Treaty of

Tordesillas● Treaty of Paris

1763● Congress of Vienna● Treaty of Nanjing● Triple Alliance● Treaty of 1882● Treaty of Versailles

1919● German-Soviet

NonaggressionPact

● North AtlanticTreaty

● Marshall Plan● Truman Doctrine● Molotov Plan

In small groups of five,students put key policiesor treaties on trial forcausing internationalconflict. For each groupthere should be aprosecutor, a defenselawyer, and 2-3 witnesses.After both sides havepresented their cases,each student decides theverdict and explains howthe policy or treaty has orhas not led tointernational conflict.



AssessmentWH.C&G.2.2Critique theeffectiveness ofcooperativeefforts amongnations, groups,and internationalorganizations in

Students must beable to demonstratethe ability to makejudgments abouthow effectivelyconflicts have beenresolved through thecooperation among

The lack of cooperationbetween nations andinternational groups canfuel regional or globalinstability and posechallenges that mayincrease global tensionand crisis

Examples of groups thathave been a part ofseeking resolutions tointernational conflict

Examples of successfuland unsuccessfulcooperative efforts at

International efforts ledby nations● Concert of Europe● Inter-Parliamentary

Union● Big Four● League of Nations● United Nations

Students read scenariosor real descriptions aboutvarious peacekeepingorganizations and theirhistorical or currentefforts to resolve conflict.Students create a Likertscale showing their

21

resolvingconflicts andmaintaininginternationalstability, nowand in the past

nations, groups, andinternationalorganizations.

Students must beable to demonstratethe ability to makejudgments abouthow effectivelyinternational stabilityhas been able to bemaintained whennations, groups, andinternationalorganizations havecooperated toachieve agreed upongoals.

Nations may engage inbilateral and multilateralrelationships as ameasure to help achievemaximum effectivenessof strategies used toresolve conflict andmaintain global stability

The cooperative effortsof internationalpeacekeepingorganizations may bemore successful inresolving conflict andmaintaining internationalstability than the effortsof a single nation

resolving internationalconflict

Examples of successfuland unsuccessfulcooperative efforts atmaintaining internationalstability

Criteria by which tomeasure the success ofinternational cooperativeefforts

● European Union● African Union● Warsaw Pact● North Atlantic

Treaty Organization(NATO)

Internationalorganizations and groups● World Trade

Organizations● International

criminal court● Interpol● World Bank● International

Monetary Fund● Amnesty

International● G7/G8● Organization of the

PetroleumExporting Countries(OPEC)

● Greenpeace● Doctors without

Border

critique of theeffectiveness of thecooperative efforts of thenations and groupsinvolved to resolveconflict and maintaininternational stability.

In small groups, studentsare assigned aninternationalorganization. Each groupreads through a list ofspecific actions taken bytheir group’s internationalorganization and use (+)to indicate an action thathelped resolveinternational conflict ormaintain stability and a(-) for an action that hasnot done those things.Each group writes aparagraph critiquing theeffectiveness of thecooperative efforts oftheir assignedorganization in resolvingconflicts and maintaininginternational stability,based on the pluses andminuses.

22

Unpacking the Economics ObjectivesStandard WH.E.1 Understand the economic relationships between groups and nations in terms of power and interdependenceOverarching Concepts: Economic Relationships, Group, Nation, Power, Interdependence



AssessmentWH.E.1.1 Explainhow a desire forresources hasimpacted theglobal interactionsand economicinterdependence ofempires, societies,and/or nations,now and in the past

Students must beable to understandand discuss theeffects that thedesire forresources have hadon globalinteractions andeconomicinterdependence asthey study variousregions, empires,societies, andnations throughoutthe course of worldhistory.

The desire for newmarkets and resourcesmay require dependencyon global interaction andeconomic networksoutside a nation’sborders, which may ormay not promoteeconomic growth

The desire for marketsto sell goods andservices may require anation to becomeeconomically dependenton the resources ofmultiple nations

Competition for controlover limited resourcescan promote thedependency of largernations on smallernations and may lead tolocal and internationalconflict

Reasons why differentempires, societies, andnations neededresources found in otherplaces

Examples of howexploration impacted theglobal economy and ledto global interaction

How and why powerfulnations have benefitedfrom the acquisition ofcolonial and imperialpossessions

Examples of variousgroups that compete forresourcespost-nineteenth century

Desire for resources● Exploration● Colonization● Mercantilism● Imperialism● Industrialization● Expansion● Transnational

corporations

Impact on globalinteractions and economicinterdependence● Columbian Exchange● Triangle Trade● Partitioning of Africa● Opium Wars● Banana Republics● Formation of

economic alliancesand trading blocs○ Organization of

PetroleumExportingCountries

○ European Union○ United

States-Mexico-CanadaAgreement

● Trade wars● Economic sanctions

Students create aflowchart to illustratehow the desire forresources impactedglobal interactionsbetween two empires,societies, or nations.Students list three to fiveevents or incidents andprovide an explanation ofhow each event/incidentimpacted globalinteractions andeconomicinterdependence.

Students create a “GrandOpening Announcement”for an economic allianceor trading bloc. Withinthe “Grand OpeningAnnouncement,” thestudents include who issponsoring the grandopening (the nationsinvolved), the historyleading to the grandopening (why this isbeing formed), and howit will impact theeconomicinterdependence of the

23

● Embargos● Quotas● Tariffs● Outsourcing

community (nationsparticipating).



AssessmentWH.E.1.2 Explainthe influence ofeconomicinterdependenceon thedevelopment,interactions, andtransformation ofempires, societies,nations, andregions, now and inthe past

Students must beable to discusshow and whyeconomicinterdependenceis a cause for thedevelopment,interactionbetween, andtransformation ofregions, empires,societies, andnationsthroughout thecourse of worldhistory.

The influence ofeconomicinterdependencedepends on the natureand content ofinternationalrelationships and thebalance of globaleconomic power

The interdependence ofthe economies ofdifferent nations canexpand internationaltrade as well as theexchange of ideas andculture, which can resultin the long-termtransformation of asociety

How the desire for newtrade markets byindustrialized countrieshas impacted thedistribution of globalpower and economicdependency

Examples of howeconomicinterdependence impactsempires, societies,nations, and regions

Examples of economicinterdependence

Examples of economicinterdependence andinteractions● China’s and Aztec’s

tributary systems● Britain's need for

resources due toindustrialization

● Japan’s entry into theindustrial marketafter World War II

● Latin America’sImport SubstitutionIndustrialization (ISI)strategy after WorldWar II

● Outsourcing of techsupport to India

● Development of theEuro as a commoncurrency

● Development of theAfrican ContinentalFree Trade Area(ACFTA)

● United States andChina - Trade &Investment

● China and Brazil -Iron ore to

In pair-sharepartnerships, studentsare provided a beforeand after visual relatingto a specific empire,nation, or geographicregion. The studentscreate a 2-3 minuteinfomercial explaininghow economicinterdependenceinfluenced thetransformation of thenation seen in the “after”image of the visual. Theinfomercial can bewritten, done in a slidedeck, or in video.

Students examine acountry that has beenhighly involved in globaltrade (e.g., Singapore,Malaysia, India, Brazil,etc.). Students explainat least 2-3 ways inwhich the developmentof the country has beenimpacted by theeconomic

24

manufacture steel,agricultural products,and manufacturedgoods

● China and Russia -Raw materials andcommodities

Examples oftransformations● Chile’s tech boom● India’s response to

United States’outsourcing of techsupport

● Industrial Revolution● Spain’s silver exports

from the New World● Commercial

Revolution

interdependence, using atree map.



AssessmentWH.E.1.3 Comparehow empires,nations, andgroups have usedeconomicdecisions andpolicies to gain ormaintain power,now and in the past

Students must beable to discuss thesimilarities anddifferences of howeconomicdecisions andpolicies have beenused to gain and/orkeep power invarious empires,societies, politicalgroups, andnations in multipleplaces around the

Empires, nations, orgroups may experiencedecline when the abilityto maintain powerdecreases due toeconomic decisions andpolicies

Empires rise and growas they expand powerand influence and maydecline if economicpolicies do not supportthe ability to control the

Examples of economicdecisions and policiesthat fostered theincrease of power forempires, nations, andgroups

Examples of economicdecisions and policiesthat have allowedempires, nations, andgroups be able tomaintain power

Economic decisions/policies● Mercantilism● Imperialism● Economic

Isolationism● Capitalism● Communism● Socialism● Free Trade

Agreements● Protectionism

○ Embargos○ Sanctions

The teacher providesstudents with a briefsummary of economicpolicy decisions of theMughal emperors andthe British Raj. Studentsannotate the summaryby underlining theeconomic policies andpolicy decisions they findin the summary. Then,the teacher asksstudents to place a “G”or “M” next to the policy

25

world, throughouthistory.

maintenance ofterritorial expansion

○ Tariffs○ Quotas

Empires, nations, andgroups● Tribute policies of

the Barbary Pirates● Mongolian Empire’s

use of taxes policies● Belgium in the Congo● Singapore's

economic taxpolicies over time

● North Korea’s StatePlanningCommission

● Brazil’s policies ofthe Plano Real in the1990s

or decision depending onif the policy or decisionwould help with gainingpower or maintainingpower. Finally, studentscompare the annotationsand write a newspaperreport comparing howthe economic policydecisions helped Indiagain and maintain powerunder both the Mughalemperors and under theBritish Raj.

Students create adebate/rap battlebetween two nationsdiscussing the best waysto use economicdecisions and policies togain and maintain power.Students should use realexamples from eachnation to demonstratehow each nation usedeconomic decisions andpolicies to gain andmaintain power. Like atrue debate/rap battle,each time one nationspeaks/raps its voice, itshould point out how theeconomic decisions andstrategies of theopposing nation in thedebate/rap battle

26

compare.



AssessmentWH.E.1.4 Explainhow economicpolicies havechallengedinternationalinterdependenceand national andtribal sovereignty invarious regionsaround the world

Students must beable to discusshow economicpolicies have beenthe cause ofvarious challengesto internationalinterdependenceand national andtribal sovereignty.

Teacher Note:Make sure toinclude multipleregions around theworld, throughoutmultiple eras ofworld history.

Internationalinterdependence can beaffected by theeconomic policies of anation

Global interdependencemay positively ornegatively impact thesovereignty of tribalgovernments

Examples of howeconomic policies canimpact tribal sovereignty

Examples of howeconomic policies havechallenged nationalsovereignty

Examples of variouseconomic policies ofdifferent nationsthroughout variousperiods of history

The definition of tribalsovereignty

Policies of variouseconomic systems● Mercantilism● Imperialism● Economic

Isolationism● Capitalism● Communism● Socialism● Free Trade

Agreements● Protectionism

○ Embargos○ Sanctions○ Tariffs○ Quotas

Example challenges● Napoleon’s

Continental system● UN sanctions against

Iran in the 1990s● India’s boycott of

British goods● Anti-apartheid

boycott of SouthAfrica

● German reparationsafter World War I

● Meiji Restoration● Peter the Great’s

reforms● Qing China’s

Students create a comicstrip explaining how aparticular internationaleconomic policychallenged internationalinterdependence,national sovereignty, ortribal sovereignty.

Students are given aselection ofteacher-providedresources whichdescribe variouseconomic policies usedby specific nations.Students select theeconomic policies of onenation. After reading theresource, the studentswrite a summary of theeconomic policies andexplain how the nation’seconomic policychallenged internationalinterdependence,national sovereignty, ortribal sovereignty.

27

response to westernimperialism

Unpacking the Geography ObjectivesStandard WH.G.1 Understand how movement has influenced societies now and in the pastOverarching Concepts: Movement, Society



AssessmentWH.G.1.1Explain thereasons for andeffects ofimmigration,forcedmigration,slavery, andsettlement onempires,societies, andindigenouspopulationsaround theworld, now andin the past

Students must beable to demonstrateknowledge andunderstanding of thecauses ofimmigration, forcedmigration, slavery,and settlement onvarious empires,societies, andindigenouspopulationsthroughout worldhistory.

Students must beable to demonstrateknowledge andunderstanding of theeffects ofimmigration, forcedmigration, slavery,and settlement onvarious empires,societies, andindigenouspopulationsthroughout world

The immigration ofgroups to places ofpermanent settlementcan change the physicalenvironment of a place

The immigration ofgroups to places ofpermanent settlementmay influence culturalchanges as a result ofdiffusion

The immigration ofgroups to places ofpermanent settlementcan bring about a declinein the native population

Various push-pull factorscan have a tremendousimpact on the reasonspeople voluntarilymigrate or immigrate toa place

How and why theconflict betweencivilizationscontributed to slaveryand territorialexpansion

Why immigration,forced migration, andslavery contributed tothe rise or decline ofempires

Examples of howslavery, immigration,and forced migration,have impactedindigenous populations

The effects settlementof various groups havehad on various placesacross the globe

How and why thephysical geography ofa region contributes tothe flow of migration

Causes● Opportunity● Industrialization● Jobs● Cheap labor● Disease● Famine● War● Persecution● Oppression● Territorial

encroachment● Environmental

changes

Effects● Quality of life● Cultural diffusion● Assimilation● Acculturation● Environmental

changes● Innovation● Genocide● Spread of disease● Cultural diversity

within societies

Students complete a“Somebody Wanted, But,So” chart for severaldifferent groups that wereforced to migrate or wereenslaved. Studentsprovide reasons for, andthe effects of, the selectedimmigration (e.g.,Somebody- Irish; Wanted-food; But- their main foodsource, the potato, wasimpacted by the potatoblight; So- rather thanstarve to death, over amillion Irish migrated toother parts of the world,particularly the UnitedStates).

Students create “Changeof Address” cards forseveral differentimmigrant groups. Withinthe change of address,students provideinformation about wherethe groups are going to,

28

history. and settlement Immigration/forcedmigration/slavery● 1600s Chinese to

Taiwan● Potato famine in

Ireland● Late 1800s

immigration to theUnited States

● Post World War IIAfrica and Asianimmigration toWestern Europe

● Jews to Israel● 1949/1950 Chinese to

Taiwan● 1975 Vietnamese to

other parts of theworld

● The Reformation● Spanish Inquisition● Chechen people to

Central Asia● Jewish Diaspora● African Diaspora● Expulsion of Germans

after World War II● India to Pakistan● Afghan refugees● Sudanese refugees● Human trafficking● Slavery practices

throughout worldhistory

Settlement● Colonization

moving from, and thereasons for the change ofaddress. Students thenwrite two follow-up textsor emails. The first emailshould be sent to a familymember or friend stillliving at the old address.In this text/email, thestudent providesinformation on how thearrival of immigrants hasimpacted the place towhich they moved. Theother text/email should befrom the family memberor friend still living at theold address. It shoulddiscuss how the loss ofimmigrants has impactedthe place moved from.

29

● Urbanization● Manorial system● Enclosure movement● Ghettos



AssessmentWH.G.1.2Distinguish therelationshipbetweenmovement,technology, andinnovation interms of culturaldiffusion onsocieties aroundthe world, nowand in the past

Students must beable to understandcultural diffusionand be able toexamine itsrelationship withmovement,technology, andinnovation in varioussocieties throughouthistory.

Cultural diffusion canoccur as a result oftrade, warfare,innovation, or migration

When people travel ormigrate to a differentplace, they bring theircustoms, traditions,technologies, andinnovations

The movement ofpeople, goods, and ideascan lead to interactionsthat cause cultures toadopt and use new ideasor adapt those ideas tosuit the needs of thesociety

The impact innovationand technology had onmovement andinteractions betweendifferent cultures

Examples of innovationand technologicaladvancements thatmake increasedmovement and globalinteraction possible

How innovative ideasand technologicaladvances resulted fromglobal interactionsbetween differentcultures

Movement of people● Immigration● Forced migration● Settlement● Exploration● Colonization● Urbanization● Vacation travel

Movement of goods andideas● Trade● Columbian exchange● Globalization● Democracy● Liberalism● Conservatism● Equality● Property rights● Capitalism● Communism● Women’s rights● Human rights

Technology and innovation● Compass● Caravel● Junk (Ship)● Locomotive● Automobile

Students choose from ashort list of elements ofculture that have alreadybeen diffused. Thefollowing are possibleelements of culturestudents can choosefrom: How does culturaldiffusion show up in thelanguage and religion ofMexico from Spain? Howdoes cultural diffusionshow up in the culture ofCitrus In Florida? Howdoes cultural diffusionshow up in the music ofK-Pop? How does culturaldiffusion show up in fastfood restaurants likeMcDonalds in a vegetariannation like India? Thestudents trace thatelement of culturebackwards by explaininghow movement,innovation, andtechnology played a role inthat culture arriving in thenew place (e.g., Primarylanguage and religion of

30

● Airplane● Container vessel● Gutenberg Printing

Press● Telegraph● Telephone● Internet● Satellite● Computers● Social media

Mexico from Spain-students would need toinvestigate the rolemovement played inbringing Spanish languageand Catholicism toMexico. Students wouldalso need to investigatethe role technology andinnovation played inbringing Spanish andCatholicism to Mexico).

Students are given a chartlisting various types oftechnological innovations.Students choose the threeinnovations they think hadthe greatest impact oncultural diffusion.Students then defend theirresponse with evidence ofcultural diffusion.

Standard WH.G.2 Analyze the intentional and unintentional consequences of human-environment interactionOverarching Concepts: Intention, Consequence, Human-Environment Interaction



AssessmentWH.G.2.1Deconstruct therelationshipbetweengeopolitics anddemographicshifts in termsof intentionaland

Students must beable to demonstratean understanding ofhow geopolitics canbe a factor indemographic shifts.

Students must beable to demonstrate

Migration can contributeto political, economic, orsocial conflict whichimpacts a nation’sgeopolitical power

Demographic shifts canhave intentional andunintentional

Examples of physicalor human geographicinfluences on politicaland internationalrelation

The differencebetween politicalgeography and

Geopolitics● Military strength● Economic prosperity● Nationalism● Technological

innovation● Population● Population density

Students examinequarantine data on theblack death pandemic ofthe 1600s, preventivemeasures, and aftermath.Students write a publichealth report using theimportant pieces of dataas evidence about the

31

unintentionalconsequences,now and in thepast

they can determineboth intended andunintendedconsequences thatcome from therelationshipbetween geopoliticsand demographicshifts, payingspecific attention tovarious societies,regions, and nationsaround the world,throughout history.

consequences on thegeopolitics of a nation

Demographic andgeopolitical shifts canhave political, economic,social, andenvironmental impacts

geopolitics

Examples of howgeographicalcircumstancesinfluence politicalbehaviors

Shifts in demographiccharacteristics● Emigration● Immigration● Birth rate● Death rate● Population distribution

based on age, gender,etc.

● Population density● Population diversity

based on ethnicity,race, religion, etc.

● Population quality● Family structures● Urbanization/

ruralization

Intentional consequences● Increased employment● Economic growth● Population growth● Increased geopolitical

power

Unintentional consequences● Strain on resources● Environmental

concerns● Rising unemployment

and/orunderemployment

● Increased poverty● Shifting political

systems● Modified social

structures

relationship betweenpublic health and humanand physical geography.Students explain bothintended and unintendedconsequences from thesegovernment decisions.

Students are given a briefsummary/scenariodescribing geopolitics anddemographic shifts for anation. The studentsmust provide evidencefrom the scenarios givento support their reason forthe possible unintentionalconsequences.

32

● Cultural changes● Rise in anti-immigrant

sentiment and actions● Racism● International warfare● Rebellion



AssessmentWH.G.2.2Differentiatetechnologicalinnovation andhuman-environmentinteraction interms ofintentional andunintentionalconsequences,now and in thepast

Students must beable to determineboth the intendedand unintendedconsequences ofwhat happens withthe interaction oftechnologicalinnovation, humansand theenvironment.

Technological innovationcan have both a positiveand negative impact onthe natural resources ofa place

The use of technologyand innovation to extractnatural resources canlead to harmfulconsequences forpeople and theenvironment

Examples oftechnologicalinnovations andinventions

Examples of variousways technology andinnovations haveimpacted theenvironment

Industrial innovations● Bessemer process● Steam engine● Internal combustion

engine● Interchangeable parts● Assembly line● Consequences of

increased production○ Pollution○ Competition and

conflict overresources andmarkets

○ Global warming

Transportation innovations● Caravel● Compass● Steamboat● Locomotive● Automobile● Airplane● Consequences

○ Improved accessto resources,goods, andmarkets

Students are given apolitical cartoon, a readingpassage, or some otherteacher-determined pieceof stimulus that depicts ordescribes the interactionof one or moretechnological innovations,humans, and theenvironment. Studentsanalyze the stimulus todetermine key pieces ofevidence that show ordescribe intended and/orunintended consequencesof the interaction betweenthe technologicalinnovation, humans, andthe environment.

Students read an articleon an invention that hasdirectly impacted humaninteraction with theenvironment. Within thearticle, students underlinethose things that areintended consequences

33

○ Increased globalconnectivity

○ Improved ease ofmigration overlong distances

○ Pollution○ Suburbanization

Medical innovations● Smallpox vaccine● Medical mask● Penicillin● Eugenics● Cloning● Stem-cells● Human Genome

Project● Consequences

○ Extended lifespans

○ Improved qualityof living

○ Increased needand competitionfor resources

Innovations in energysources● Steam● Coal● Oil/gas● Wind● Solar● Nuclear● Consequences

○ Increased needand competition

and circle those thingsthat are unintendedconsequences. Studentsannotate the article todefend their responses.The teacher may assignseveral articles if desired.

34

for resources○ Depletion of

resources○ Shifting balance

of power/wealthamong nations

○ Pollution○ Global warming○ Increased carbon

footprint

Agricultural innovations● Chinampas● Pesticides● Fertilizers● Genetically Modified

Organisms (GMOs)● Dam building● Irrigation systems● Consequences

○ Increased foodsupply

○ Improved qualityof living

○ Populationgrowth

○ Extended lifespan○ Deforestation○ Species extinction

Human-environmentinteraction consequences● Increased living space● Increased amount and

diversity of resources● Population growth● Extended life span

35

● Deforestation● Desertification● Pollution● Global warming● Species extinction● Increased carbon

footprint

Unpacking the History ObjectivesStandard WH.H.1.1 Analyze historical events and issues in world history from a variety of perspectivesOverarching Concepts: Historical Event, Historical Issues, History, Perspective



AssessmentWH.H.1.1Distinguish keyturning points inworld history interms ofmultiple causesand outcomes

Students must beable to examineevents anddetermine which areturning points inworld historybecause theycaused a lastingshift in the directionor course of history.

Students must beable to examineturning points anddetermine causesand effects of thoseturning points.

Turning points can havemultiple causes as wellas multiple outcomesthat transform the courseof history

Turning points lead to ashift in the course ofhistory that oftentransforms world events

Examples of turning pointsthat have significantlyimpacted the course ofworld history

Causes of key turningpoints in world history

Ways in which turningpoints have impacted thecourse of world history

Rise and fall of Mongolrule

Fall of African Empires(Mali, Songhai, etc.)

Renaissance

Printing press

Martin Luther protestagainst the CatholicChurch

Reformation

Scientific revolution

Fall of Constantinople

Columbus arrival onHispaniola

Using informationprovided to them abouta turning point in worldhistory, students createa Netflix-style episodeguide for a limitedseries on their turningpoint. Each episode inthe guide must include arelevant image and briefplot summary. Withinthe episodes, thestudents must addressthe causes of theturning point andoutcomes of the turningpoint (e.g., The first twoepisodes might beabout the causes of theevent, one or twoepisodes might providea summary of the event,then two or three

36

The scramble for Africa

The African diaspora

French Revolution

Haitian Revolution

Discovery of penicillin

Meiji restoration

Berlin Conference(partitioning of Africa)

Construction of Panamaand Suez Canals

Xinhai Revolution/end ofthe imperial rule of China

Assassination of ArchdukeFranz Ferdinand

German invasion ofPoland

Invasion of Nanking

Birth of the Soviet Union

Forming of the UnitedNations

Cuban Missile Crisis

Sputnik

episodes might beabout the impact of theevent).

Individually, as pairs, orin small groups,students are giveninformation packetscontaining informationabout a turning point inworld history. Studentsuse their packet ofinformation to develop abrief presentation usinga tournament bracketformat. Students mustinclude why the turningpoint deserves to winthe title of “MostTransformative Event inWorld History.” After thepresentations, students(individually, in groups,or as a class) select thewinner of eachmatch-up based uponthe lasting impact ofeach turning point untila final champion iscrowned. As anextension, the studentswrite a brief paragraphexplaining their finalchoice.

37

Construction of the BerlinWall

Fall of the Berlin Wall

End of apartheid in SouthAfrica

Handover of Hong Kong

9/11 Attacks in the UnitedStates

Arab Spring



AssessmentWH.H.1.2Explain theimpact theexperiences andachievements ofindividuals andgroups fromvariousindigenous,racial, ethnic,tribal, political,and religiousbackgroundshave had onhistorical eventsand currentglobal issues

Students must beable to demonstratetheir understandingof how both thelived experiencesand achievementsof individuals andgroups haveaffected events ofthe past as well aspresent-day issuesacross the globe,paying specificattention toindigenous, racial,tribal, and religiousgroups.

Events can be impactedby the actions andachievements of diverseindividuals and groups

Contact with new anddifferent people, ideasand practices can lead tochanges in a civilizationor society that maycontribute to lastingtransformations

The actions andachievements of somepeople may bring aboutpositive and negativeoutcomes for others

Examples of some actionsand achievements ofvarious indigenous, racial,ethnic, tribal, political, andreligious groups

How the actions andachievements ofindividuals and groupsfrom various indigenous,racial, tribal, ethnic, andreligious backgroundsimpacted historical eventsor current issues invarious regions across theglobe

Individuals● Marie Curie● Golda Meir● Guru Nanak● Martin Luther● Toussaint L’ouverture● Simon Bolivar● John Locke● Dowager Empress

Cixi● Mary Wollstonecraft● Albert Einstein● Mohandas Gandhi● Nelson Mandella● Margaret Thatcher● “Tank Man”● Malala Yousafzai● Haile Selassie● Rigoberta Menchú

Students select anindividual or group froma provided list of variousindigenous, racial,ethnic, tribal, political,and religious groupswho have had asignificant impact onthe world, their nation,or their community.Students create asuperhero or superheroteam based on theirselected individual orgroup. Students shouldinclude: 1) An originstory including theimpact of theirbackground; 2) An

38

● Isabella I● Catherine the Great● Wangari Maathai● Nellie Bly● Kemal Atatürk● Guiseppe Garibaldi● Patrice Lumumba● Pratap Singh I● Indira Gandhi● Diego Rivera● Ibn Battuta

Groups● Puritans● The Jacobins● Rohingya of

Myanmar● Kashmiri Pandit● Baháʼís in Iran● African National

Congress● Yanomami and

Kayapo Tribes● Tibetan Buddhist

Monks● Jews during and

after World War II● Aboriginal and

Torres StraitIslanders

● Zulus

image (drawing orelectronic) of thesuperhero including arationale for the colorsand symbols in theirappearance; 3) Adescription of powersand weaknesses inrelation to theiraccomplishments; 4) Anarchvillain related towhat the individual/group were fightingagainst; and 5) A shortstory or comic of thehero’s latest adventuredepicting their impacton a historical event orglobal issue.

Students write a “WhatIf” history as if asignificant person orgroup never existed.Students shouldconsider: What would bethe impact if that personor group never existed?The students should payparticular attention tothe immediate andlasting impact of theirindividual or group. The“What If” history shouldadjust the course ofhistorical events orglobal issues as if the

39

individual or group neverexisted.



AssessmentWH.H.1.3Explain howethnocentrism,stereotypes,xenophobia, andracism impacthuman rightsand socialjustice ofvarious groups,tribes, andnations aroundthe world, nowand in the past

Students must beable to demonstratetheir understandingof how the humanrights and socialjustice issuesexperienced bydiverse groups,tribes, and nationsare impacted byethnocentrism,stereotypes,xenophobia, andracism.

Viewing things from oneethnic and culturalperspective can lead tomisconceptions andassumptions that onegroup or culture issuperior to all others

Recognition of humanrights can empowerpeople to take action toshape solutions toproblems and issuescaused by stereotypes,ethnocentrism,xenophobia, and issuesof race

Stereotypes can lead todiscriminatory behaviorand practices which denyindividuals and groupsbasic human rights

Xenophobic beliefs canlead to practices andpolicies which eventuallycan lead to the restrictionof rights and freedoms

The presence ofethnocentrism and

How ethnocentrism,stereotypes, xenophobia,and racism impactshuman rights of variousgroups

How ethnocentrism,stereotypes, xenophobia,and racism impact socialjustice in various societies

Examples ofethnocentrism,xenophobia, stereotypes,and racism● Social darwinism● Encomienda system● Artificial African

national boundaries● Treatment of Romani

(“Gypsies”)● American internment

camps forJapanese-Americans

● Holocaust● Hitler’s master race● Chinese occupation

of Nanking● Pinochet's regime● Apartheid● Rwandan genocide● Cambodian genocide● Ethnic conflicts in

Yugoslavia● Immigration

quotas/limits● Hinduphobia in

Australia● Anti-Asian

xenophobia● World map depicting

Europe in the centerof the world

Students prepare ahypotheticalpresentation thatdiscusses issues ofethnocentrism andxenophobia in variousplaces. Eachpresentation shouldhighlight a specificexample ofethnocentrism orxenophobia and provideinformation on thereasons for the actionsthat promote eachbehavior and how thebehaviors impactmarginalized groups.

Students work ingroups. Each groupworks with a specificconcept from theobjective: one groupworks with the conceptof ethnocentrism, onegroup works with theconcept of stereotypes;one group works withthe concept ofxenophobia, and onegroup works with the

40

racism can lead tosystems that deny thehuman rights and socialjustice of marginalizedpeople

Misinformation canfoster ethnocentrism,stereotypes, xenophobia,and racism, and can leadto conflict, chaos, anddenial of basic humanrights

Human rights violations● Child labor● Child soldiers● Slavery● Eugenics● Trafficking● Forced migration● Ethnic cleansing● Torture● Contamination or

denial of resources(Water)

● Denial ofemployment

● Suppression ofpolitical rights

● Mutilation

concept of racism.Each group is given apacket with a set ofprimary sourcedocuments. Each groupanalyzes the documentsand completes a chartdescribing who isimpacted, by theirassigned concept,within the nation orregion depicted in theset of documents andhow their human rightsare impacted.



AssessmentWH.H.1.4Distinguish thechallengesindigenouspeoples andethnic and tribalgroups aroundthe world haveexperienced as aresult ofcolonization,imperialism, andassimilation,now and in thepast

Students must beable to identify andexamine challengesfaced by indigenouspeoples and ethnicand tribal groupsthat are specificresults ofcolonization,imperialism, andassimilation.

Students must beable to examinehow colonization,imperialism, and

An increase in the questfor resources and powermay foster globalinteractions which canlead to the destruction ofa culture and historicalfootprint of a people,civilization, or society

Colonialism andimperialism often createeconomic, political, andsocial challenges formajority groups livingunder minority rule

Examples of howcolonialism has beenexperienced in variousplaces, during differenttimes in history

The differences betweendominant group andmajority group

Examples of challengesindigenous peoples haveexperienced as a result ofcolonization, imperialism,and assimilation

Examples of challenges● Spread of disease● Changes to

economicsystems/practices

● Plundering ofresources

● Economic instability● Ethnic rivalries● Human rights

violations● Creation and

alteration of politicaland tribal boundaries

● Loss of political andeconomic

Students examine atleast twoteacher-provideddocuments withinformation on thecolonial or imperialexperiences of anindigenous, ethnic, ortribal group. Studentsunderline or circleinformation in thedocuments that indicatewhat is important orrelevant regarding thechallenges the groupexperienced because of

41

assimilation havecaused thechallengesidentified.

Nations seeking toextend or retain powerand authority overindigenous, ethnic, ortribal groups may imposepolitical, economic, andcultural practices andpolicies that can lead toassimilation

Examples of challengesethnic and tribal groupshave experienced as aresult of colonization,imperialism, andassimilation

independence● Various slavery

practices● Forced assimilation

colonialism,imperialism, orassimilation. Theteacher can elect tohave students discusstheir underlined orcircled information in a10-minute pair-shareexercise and thendebrief as a wholegroup.

The teacher presentsthree choices of politicalcartoons relating backto the focus of thisobjective. Studentsselect one cartoon toexamine and use ahighlighter to identifyelements of the cartoonthey feel are importantdepictions of challengesgroups may haveexperienced because ofcolonialism,imperialism, orassimilation.

The teacher assigns“home” groups of nomore than four studentseach. Each “home”group should be given adifferent document.With their “home” group,each student studies the

42

same document thatdepicts or describes thechallenges differentindigenous, ethnic, ortribal groupsexperienced living underthe domination of amajor expansionistnation. Studentsdissect and discuss thedocument within their“home” groups thenmove into Jigsawgroups identified bynumbers (e.g., all thetwos get together as theexperts to share anddiscuss the documentfrom their “home” groupwhile the other twos askquestions to ensure theyhave an understandinghow that documentshows what is mostimportant about thechallenges the group inthe documentexperienced). Asstudents shareinformation about theirdocument, the Jigsawgroup uses chart paperto jot down informationto help them craft awell-written paragraphdistinguishing thechallenges groups

43

experienced. Documenttypes that should beused include: politicalcartoons, photographsor paintings, writtendescriptions ornarratives, poems,newspaper articles oreditorials, songs, etc.

44