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Boulder Valley School District Department of Curriculum and Instruction
May 2009
World History Curriculum Essentials
Document
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DistrictAHelayneJones,[email protected]:303.245.5815fax:303.545.6477
DistrictBVicePresidentLesleySmith,[email protected]:303.245.5814
DistrictCLaurieAlbright,[email protected]:303.245.5817
[email protected]:303.245.5813
[email protected]:303.245.5816
[email protected]:303.245.5818fax:303.438.8572
[email protected]:303.245.5819
BVSDSuperintendentChristopherKing,[email protected]:303.447.5114fax:303.447.5134
BoulderValleySchoolDistrictBoardofEducation
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TableofContents
GeneralIntroduction
WhatisaCurriculumEssentialsDocument?..................................................Page5CurriculumFramework:MacroandMicro....................................................Page6NewCenturyGraduate..............................................................................Pages78WhatareEnduringUnderstandingsandEssentialQuestions?.......................Page9TeachingforUnderstanding..........................................................................Page10WhatDoesitMeantoUnderstand?.............................................................Page11InstructionalFramework...............................................................................Page14CharacteristicsofaStandardsbasedCurriculum..................................Pages1516HighSchoolSocialStudiesEssentialLearnings....Pages1720DesignTemplates...................................................................................Pages2131Glossary.................................................................................................Pages3234
WorldHistoryCurriculumEssentials
SocialStudiesBackground.........................................................................Pages23SocialStudiesContentStandards..............................................................Pages46SocialStudiesEnduringUnderstandingsandEssentialQuestions..................Page7WorldHistoryEssentialLearnings..............................................................Pages89WorldHistoryCourseOverview....................................................................Page10WorldHistoryCurriculumEssentials......................................................Pages1131SuggestedTimelines.....Page32SocialStudiesScopeandSequence..Pages3335WorldHistoryGlossaryofTerms.....Page36ColoradoStateStatutesSpecifictoSocialStudiesInstruction2009..Page37
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General Introduction
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Becausewearefacedwithmorecontentthanwecanreasonablyaddress,weareobligatedtomakechoicesandframepriorities.Ausefulframeworkforestablishingprioritiesisgraphicallydepictedusing4nestedovals. The innermostoval,NewCenturyGraduate, represents thegoalsofschoolingthathavebeenidentifiedbytheBoulderValleySchoolDistrictcommunity.Movingtothenextoval,ContentStandards,levelsofperformanceforeachprogramofstudyareclearlyarticulated. Thethirdoval,EssentialLearnings,representstheviablecurriculum.Acurriculumisviablewhenthenumberoflearningscanbeaccomplishedinthetimeprovided(usuallyasemester,trimester,oryear).Thus,anEssentialsDocumentidentifiestheprioritiesforlearningthatarenecessaryforsuccessfullearningataparticulargradelevelorcourseandbeyond.Italsoidentifiestheessentialknowledge,skills,concepts,topics,andprocessesthatsupporttheattainmentoftheessentiallearning.Finally,thelargestovalrepresentsthefieldofallpossiblecontentthatmightbeexaminedduringagradelevelorcourse.Thisincludesextendedlearningopportunitiesforstudentswhohaveachievedtheessentiallearningsorattendingtobackgroundknowledgeandskillsthatstudentsmayneedtorevieworlearntoensureachievementofgradelevelorcourseessentiallearnings.
WhatisaCurriculumEssentialsDocument?HowDoesitRelatetoaGuaranteedandViableCurriculum?
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TheNewCenturyGraduate identifiestheknowledge,skillsandpersonalcharacteristicsthatourcommunityhas identifiedasthegoalsofschooling.Programsofstudyandcurricularcontentareidentifiedandaddressedasameansforstudentstoattainthisbroaderunderstandingandoverallpurposeoflearning.
Schoo
lDistrict
CurriculumFramework:MacroandMicroLevels
AdaptedfromGrantWigginsandJayMcTighe(2007).SchoolingbyDesign.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment,64.
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New Century Graduate KnowledgeandSkills
LifeCompetencies
Leadsabalancedlife:exhibitsphysicalfitness,knowsgoodnutritionrules,stayssafeanddrugfree,knowshowtohavefunandrelax,managesangerandstress,exhibitsselfsufficiencyandselfconfidence,andfinishestasks.
Understandsmoneymanagement,budgeting,balancingacheckbook,debtmanagement,andrecordkeeping.
Demonstratestimemanagementskillsandabroadbaseofknowledgeinpracticalskillssuchascooking,sewing,driving,andmapreading.
Knowshowtosearchforajobandknowswheretogotofindanswers.
Communication:SpeakingandWritingWritesandspeaksthoughtfullyandarticulatelytoinform,toexpressonesthinkingandcreativity,andto
communicatetodiverseaudiences.
Usescorrectgrammar,spelling,andmechanics;organizesforeffectiveness
Usestechnologyforeffectivecommunication.
Multicultural/GlobalPerspectiveUnderstandsglobalcustoms,economics,literature,history,politics,religions,geography,anddemographics.
Understandsthecontributionsofdifferentculturestooursociety
DemonstratesproficiencyinalanguageotherthanEnglish.
Literacy:ReadingReadscritically,fluently,andwithcomprehension.
Readsforinformationresearch,pleasureandknowledgeofliterature.
MathematicsDemonstratesbasicmathcomputationalskillsandunderstandhigherlevelmathematicalconceptsandreasoning.
Understandsconservationandresourcemanagement.
HistoryPossessesknowledgeofAmericanandWorldHistoriesandtheirinfluenceuponthepresentandthefuture.
Employsliteratureasatoolforlearningabouthistoryacrosscultures.
ScienceDemonstratesbasicsciencesknowledgeandunderstandshighlevelscientificsystemsincluding
environmentalsystems.
Knowshowtoapplythescientificmethodtorealsituations.
ArtsExperiencesandappreciatesmusic,visualarts,danceandtheater.
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New Century Graduate PersonalCharacteristics
RespectforOthers(ValuesOthers)Understandsandvaluesdifferencesincluding:cultural,religious,
ethnic,gender,age,andability.
InitiativeandCourageExhibitsselfmotivation,selfdiscipline,persistence,independence,confidence,curiosity,and
willingnesstotakerisks,withoutbeingafraidtofail.
CitizenshipUnderstandshisorherroleandresponsibilitiesandcontributestothecommunity,nation,andworld.
ResponsibilityTakesresponsibilityforownthoughtsandactions,acceptingthe
consequences.
EthicalBehaviorExhibitspersonalintegritythroughhonesty,fairness,sincerity,andasenseofjustice.
FlexibilityandOpenMindednessDemonstratesflexibility,openmindedness,adaptability,resiliency,andopennesstochange.
SelfrespectPossessesselfrespectandconfidence,whilerecognizingonesownlimitations.
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Enduringunderstandingsarethebigideascentraltoacontentareathathavelastingvaluebeyondtheclassroomandaretransferabletonewsituations.Enduringunderstandingsdescribewhat,specifically,studentsshouldunderstandaboutthetopic.Suchunderstandingsaregenerallyabstractinnatureandareoftennotobvious,thusrequiringuncoveringofatopicthroughsustainedinquiry.Anunderstandingcanbeoverarchingortopical.Overarchingunderstandingsarebroad(asthenameimplies)andofferapossiblebridgetootherunitsandcourses.Overarchingunderstandingsatidentifiedatthedistrictlevel.Topicalunderstandingsareunitspecific,identifiedbyteachersabouttheunderstandingstheunitwillcultivateaboutspecifictopics.Essentialquestionsprovokedeepthought,livelydiscussion,sustainedinquiry,andnewunderstandingsculminatinginmeaningfulperformances.Theyrequirestudentstoconsideralternatives,weighevidence,supporttheirideas,andjustifyanswers.Essentialquestionsdonotyieldasinglestraightforwardanswer,butproducedifferentplausibleresponses,aboutwhichthoughtfulandknowledgeablepeoplemaydisagree.Essentialquestionssparkmeaningfulconnectionswithpriorlearningsandpersonalexperiencesandcreateopportunitiesfortransfertoothersituationsandsubjects.Anessentialquestionscanbeeitheroverarchingortopicalinscope.Overarchingessentialquestionsaregeneralinnature,causinggenuineandrelevantinquiryintothebigideasandcorecontent.Theycutacrossunitsand/orcourses.Topicalessentialquestionsfocusonaspecifictopicandmeanttobeansweredifonlyprovisionallybyunitsend.
WhatareEnduringUnderstandingsandEssentialQuestions?
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If learning istoendure inaflexible,adaptableway for futureuse, thenteachersmustdesignunitsthat inprovideopportunityforstudentsto1)acquireknowledge;2)todeepenthemeaningofthatknowledgebyusingitmindfully,and3)totransfertheirlearningtonewsituationsorproblems.
TeachingforUnderstanding
Teaching for Understanding
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WhatDoesitMeantoUnderstand?
AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment,2006.
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WhatDoesitMeantoUnderstand?(continued)
AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment,2006.
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LevelsofUnderstandingEssentialQuestions
AdaptedfromWiggins,GrantandMcTighe,Jay.UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment,2006.
Topic
Perspective Application
InterpretationExplanation
Empathy
SelfKn
owledge
Knowledge Comprehension
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Arigorousandchallengingstandardsbasedinstructionalprogramensuresmaximumacademicachievementforallstudents.TheBoulderValleySchoolDistrictInstructionalFrameworkisagraphicrepresentationthatdemonstrateshowallofthecomponentsofaninstructionalprogramfittogether.Teachersshouldusethisframeworkanditsquestionstoguideinstructionalplanninganddecisionmaking.
InstructionalFrameworkMakingtheConnections
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CharacteristicsofaBoulderValleySchoolDistrictStandardsbasedClassroom
CurriculumAllStudentsHaveAccesstotheGeneralEducationCurriculum
Standards/essentiallearningsareclearlyvisibleinwritinginageappropriatestudentfriendlylanguage
Continualcorrelationofcurriculumismadetothestandards/essentiallearnings Modelsofhighqualityproducts(teachergenerated,studentgeneratedorboth)areprovidedbythedistrict
Studentsandparentsareinformedofexpectations(coursesyllabuscourse,standards/essentiallearnings,gradingpolicy,homeworkpolicy,andfinalculminatingactivity)
Allstudentsareguaranteedaccesstothestandards/essentiallearnings Lessonsandunitsaredevelopedusingabackwardsdesignprocess Suggestedtimelinesarefollowed
InstructionQualityInstructionDemandsStudentTeacherCollaborationintheLearningProcess
Instructionfocusesonstandards/essentiallearnings/curriculum
ClearandhighexpectationforallstudentsInstructiondrivenbystandards/curriculum,notmaterialsorapublishedprogramFrequent,timely,meaningfulfeedbackofstudentaccomplishment
Instructionsupportsequitywithmultipleopportunitiestolearnthroughgrouping,scaffolding,differentiation,andextension
Teachersusemultipleformsofrepresentationareused(e.g.,pictures,words,symbols,diagrams,tables,graphs,wordwalls)Studentsactivelyengageinlearning
Participateinclassroomtalk(listening,elaborating,clarifying,expanding)Applyrigorous,strategicthinking(application,explanation,perspective,interpretation,perspective,empathy,selfknowledge)
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CharacteristicsofaBoulderValleySchoolDistrictStandardsbasedClassroom
AssessmentAssessmentsareTightlyAlignedtotheStandards
Studentsandparentsareprovidedwithcleardescriptionsofproficiency Classroomgradingpracticesclearlyshowhowstudentsareprogressingtowardessentiallearnings/standards Gradingisbasedonattainmentofthestandards Studentunderstandingisassessedthroughmultipletypesofformativeandsummativeassessments Studentassessmentresultsareusedtomakeinstructionaldecisionsaboutwhatdirectiontotake Feedbackexplicitlyguidescontinuousprogresstowardmasteryofthestandardandisprovidedto
studentsinatimelymanner Opportunitiestorelearn,reassess,andextendlearningareembeddedineveryclassroom Teacherscollaborateinthedesignandanalysisofcommonassessmentsthatarealignedtostandards Studentscreateauthenticproductsandperformancesforcriticalaudiences
LearningEnvironmentAHealthyCommunityofLearnersThrivesonCollaborativeProcessesThatValuetheInputof
AllMembers
Positiverespectfulrelationshipsareevidentwithintheclassroom Studentsmonitorandmanagethequalityoftheirownlearning Studentenrollmentshowsgenderandracial/ethnicdiversity Verbalandnonverbalcuesindicatestudentengagement Teachersplansothattimeisusedpurposefullyandefficiently Studentsusetimeprovidedpurposefullyandefficiently Studentsandteachersnegotiateandsharedecisionsthatpositivelyimpactthelearningenvironment Teachershelpstudentsmakeconnectionsbetweencommunity,nation,world,andself Teachersshowaconnectednesswithallstudents,respectfulofstudentdiversityandindividualdifferences Studentsbelievetheyarecapableofsuccess,takeriskstoengageinnewexperiences,andextendskillsandhabitsofmind
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HighSchoolSocialStudiesEssentialLearnings
UnitedStatesGovernment
TracestheoriginsofAmericandemocracytoclassicalcivilizations,Enlightenmentphilosophy,andBritishpoliticaltraditions
ExplainstherightsandresponsibilitiesofUnitedStatescitizens DescribestheuniquecharacteristicsofUnitedStatesgovernment Explainsthecontent,structure,andunderlyingprinciplesofthefederal
constitution Analyzesthepowersandfunctionsoftheexecutivebranch Analyzesthepowersandfunctionsofthejudicialbranch Analyzesthepowersandfunctionsofthelegislativebranch Evaluatestherolesofvoters,association,lobbyists,andgroupsinlocal,state,andnationalparties
ConnectscurrentissuestolongstandingdebatesinAmericanpolitics(e.g.,federalism,individualrightsv.publicrights,privacy,service) Explainswhystateshavetheirownconstitutionsandtherelationshipofstateconstitutionstothefederalconstitution
Discussestheimportanceofcommunityengagementinfosteringresponsiblecitizens Appliesreadingandwritingskillstoinquire,thinkcritically,andapplycivic
conceptstonewsituations
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HighSchoolSocialStudiesEssentialLearnings
WorldGeography
Demonstratestheimportanceofunderstandingculturetosolveproblems Discussesthemeaningofchangesinpoliticalboundaries Selectsappropriategeographictoolsinordertoanalyzechangesinpopulationand
demographicstopredictfuturechallenges Analyzestheimpactofmovementofgoods,ideas,andpeopleovertime Analyzesthecomplexityofurbangeography Describesthevariouslayers(localtointernational)ofinfluenceontherateofeconomicdevelopment
Participatesinacasestudyofthelocalcommunitytoanalyzetheinteractionofhumansystems
Appliesgeographicskills,questions,andproblemsolvingtounderstandemergingandongoingworldevents Analyzesthecomplexinteractionsbetweenhumansandtheirphysicalgeography Gathersinformationfromavarietyofdatasetsinordertodrawconclusionsaboutthecharacteristicsofplace
Appliesreadingandwritingskillstoinquire,thinkcritically,andapplygeographyconceptstonewsituations
Economics
Explainshoweconomicchoicesareinfluencedbycomplexinteractionsofmarketconditionsandindividualpriorities
Analyzeshowgovernmentsorganizetoinfluencethedistributionandcontrolofcapital,goods,andservices
Identifieshowthesystemoftradehaslocal,national,andinternationalinfluences Explainstheroles,rights,processes,andresponsibilitiesofindividualsin
interactingwiththesystemoftradeandexchange Analyzestheimpactofscientificandtechnologicaldevelopmentonindividualsandsociety(i.e.,computers,fiberoptics,andtheinternet)
Appliesreadingandwritingskillstoinquire,thinkcritically,andapplyeconomicconceptstonewsituations
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HighSchoolSocialStudiesEssentialLearnings
WorldHistory
Evaluatesthemajorsourcesofsocialtension,conflict,andeconomicdisparityintheinthecontemporaryworld
Appliesreadingandwritingskillstoinquire,thinkcritically,andapplyhistoryconceptstonewsituations
DescribestheencountersbetweenpeoplesofSubSaharanAfrica,Asia,andtheAmericasinthelate15thandearly16thcenturies DescribestheoriginsandconsequencesoftheslavetradeinAfricaandtheAmericas AnalyzesthecausesandeffectsofEuropean,AmericanandJapaneseimperialexpansion GivesexamplesofthevaryingresponsesofAfricanpeoplestoworldeconomic
developmentsandEuropeanImperialism Describesmajorshiftsinworldgeopoliticsfrom1900tothepresentininternationalaffairsand
explainsthechangingroleofworldpowersininternationalaffairs Analyzeshowpopulation,economic,andtechnologicalchangeacceleratedfrom1450to1770 Explainsthecausesandconsequencesoftheagriculturalandindustrialrevolutions,17001850 Evaluatestheimpactofnewsocialmovementsandcultural,intellectual,andeducationaltrends RecognizeshowmodernnationalismaffectedEuropeanpoliticsandsociety Identifiesthesuccessesandfailuresinthesearchforpeaceandstabilityinthepostworldwars Identifiestheeconomic,social,andpoliticaltransformationsinAfrica,Asia,andLatinAmericaasaresultofwarandindependence AnalyzestheextentandlimitsofChineseregionalpowerundertheMingDynasty CompareshowAsiansocietiesweretransformedintheeraofincreasedglobal
contacts IdentifiesmajorculturaltrendsinAsiabetweenthe16thand18thcenturies DescribeshowtheFrenchRevolutioncontributedtotransformationsinEuropeandtheworld ComparesandcontraststheprocessandimpactofindependentforLatinAmericancountriesintheearly19thcentury AssessestheimpactofglobaltradeonEurasiansocieties17501870 Createsatheoryofthecausesandglobalconsequencesofinternationalconflictinthe20thcentury ExaminessocialtrendsinEuropewithintheframeworkoftheRenaissanceandReformation DescribesthesignificanceoftheRenaissance,Reformation,andCatholicReformation DescribestheeffectsoftherisingmilitaryandeconomicpowerofEuropeanstatesbetweenthe16thand18thcenturies EvaluateshowtheScientificRevolutionandEnlightenmentcontributedtotransformationsin
Europeansociety
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HighSchoolSocialStudiesEssentialLearnings
AmericanHistoryII:1890toPresent
AssessestheroleofindustrializationontheestablishmentoftheUnitedStatesasaworldcommercialpower
Analyzesthecausesandconsequencesofimperialism,includingexpansionandinterventioninAsia,thePacific,andWesternHemisphere AnalyzeshowthebeliefsoftheProgressiveEraarereflectedindebatesaboutcurrentevents EvaluatesthecausesandconsequencesoftheGreatDepressiononcitizens,businesses,andthegovernment
ComparesandcontraststhecausesandconsequencesofWorldWarIandWorldWarIIontheUnitedStates
AnalyzestheestablishmentoftheUnitedStatesasaglobalsuperpower Debatestheeffectivenessofconservativesandliberalsinaffectingchangeinthelate20th Tracesthechallengesofthe21stcenturytopreviousactions,ideas,andbeliefs
century Criticallyexamineshistorythroughdifferentperspectivesandthendrawsconclusionsbasedoninterpretationoffacts
Appliesreadingandwritingskillstoinquire,thinkcritically,andapplyhistoricalconceptstonewsituations
TracesthepatternsofthoughtandrootsofconflicttopreviouseventsinUnitedStateshistory
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Design Templates
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DesiredResults
BVSDStandard(s)/EssentialLearnings
UnitEnduringUnderstandings UnitEssentialQuestions
Studentswillknow Studentswillbeableto
Performance/TransferTasks OtherEvidence
Rubric StudentSelfAssessmentandReflection
AssessmentEvidence
UnitDesignTemplate
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LearningPlans
LearningActivities
Materials Accommodations
TechnologyIntegration
UnitDesignTemplate(continued)
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UnitDesignTemplate
EssentialLearning:
Assessment:
TeachingforUnderstanding
AcquireKnowledge MakeMeaning Transfer
EssentialQuestions
LearningActivities
Materials
Accommodations
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Month Assessment KnowledgeSkills
LearningActivities
Standards/EssentialLearnings
Accommodations
Materials
CurriculumMap
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August September October November
Standards/EssentialLearnings
December
Assessment
Knowledge
Skills
LearningActivities
Materials
Accommodations
CurriculumMap
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January February March April
Standards/EssentialLearnings
May
Assessment
Knowledge
Skills
LearningActivities
Materials
Accommodations
CurriculumMap
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Standards Assessment KnowledgeandSkills
LearningActivities Accommodations Materials
Science
Math
Reading
Writing
MonthTheme:UnitGuidingQuestion(s):
Speaking
Listening
SocialStudies
Health
CurriculumMap
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Reading Writing Math ScienceSocialStudies Health
Speaking/Listening
August
September
October
November
December
January
February
March
April
May
YearAtAGlance
CurriculumMap
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Unit:Timing:
EssentialQuestions
Standards/EssentialLearnings
Notes Assessments KnowledgeandSkills
LearningActivities Accommodations Materials
CurriculumMap
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Unit:Timing:
CurriculumMap
Standards/EssentialLearnings
EnduringUnderstandingsEssentialQuestions
AssessmentKnowledgeandSkillsLearningActivitiesAccommodationsMaterials
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CurriculumGlossaryofTerms
Anchor Ananchorisasampleofworkorperformanceusedtosetthespecificperformancestandardforeachlevelofproficiency.Anchorscontributetoscoringreliabilityandsupportstudentsbyprovidingtangiblemodelsofqualitywork.
Assessment Assessmentreferstotheactofdeterminingavalueordegree.
Authenticassessment Anauthenticassessmentisonecomposedoftasksandactivitiesdesigntosimulateorreplicateimportant,realworldchallenges.Itasksastudenttouseknowledgeinrealworldways,withgenuinepurposes,audiences,andsituationalvariables.Authenticassessmentsaremeanttodomorethantest;theyshouldteachstudentswhatthedoingofasubjectlookslikeandwhatkindsofperformancechallengesareactuallyconsideredmostimportantinafieldorprofession.
BackwardDesign Anapproachtodesigningacurriculumorunitthatbeginswiththeendinmindanddesignstowardthatend.ThistermisusedbyGrantWigginsandJayMcTigheinUnderstandingbyDesign.
Benchmark Clearlydemarcatedprogresspointsthatserveasconcreteindicatorsforastandard.
BigIdea InUnderstandingbyDesign(WigginsandMcTighe,2005),thecoreconcepts,principles,theories,andprocessesthatshouldserveasthefocalpointofthecurriculum,instruction,andassessment.Bigideasareenduringandimportantandtransferablebeyondthescopeofaparticularunit.
Concept Aconceptisamentalconstructorcategoryrepresentedbyawordorphrase.Conceptsincludebothtangibleobjects(chair,telephone)andabstractideas(bravery,anarchy).
ContentStandard Acontentstandardanswersthequestion,Whatastudentshouldknow,doorunderstand?
Curriculum Thecurriculumrepresentswhatshouldbetaught.Itisanexplicitandcomprehensiveplanthatisbasedoncontentandprocessstandards.
CurriculumImplementation Curriculumimplementationisputtingthecurriculumintoplace.
CurriculumMapping Curriculummappingandwebbingareapproachesthatrequireteacherstoalignthecurriculum,standards,andlearningactivitiesacrossgradelevels,withinagradeleveltoensureacontinuumoflearningthatmakessenseforallstudents.
EnduringUnderstanding Enduringunderstandingsarespecificinferences,basedonbigideasthathavelastingvaluebeyondtheclassroom.Theyarefullsentencestatementsthatdescribespecificallywhatstudentswillunderstandaboutthetopic.
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CurriculumGlossaryofTerms
EssentialLearnings EssentialLearningsarethebackboneofaguaranteedviablecurriculum.EssentialLearningsarealignedwithstandardsandarticulatetheskills,content,andconceptsdeterminedtobenonnegotiableareasofproficiencyattainmentbyallstudentssothattheyarepreparedforthenextyear/levelofeducation.TheEssentialLearningsarethemandatedcurriculumoftheBoulderValleySchoolDistrictandformthebasisuponwhichsummativeassessmentsarecreated.
GuaranteedViableCurriculum In researching what works in schools, Robert Marzano (2003), found fiveschoollevel factors that promote student achievement. Using the process ofstatistical effect size analysis,Marzano concluded that a guaranteed and viablecurriculumisthemostpowerfulschoollevelfactorindeterminingoverallstudentachievement. Marzano defines a guaranteed and viable curriculum as acombination of opportunity to learn (guaranteed) and time to learn (viable).AccordingtoMarzano,studentshavetheopportunitytolearnwhentheystudyacurriculumthatclearlyarticulatesrequiredstandardstobeaddressedatspecificgrade levelsand inspecificcourses. Acurriculum isviablewhen thenumberofrequiredstandards ismanageable forastudent to learntoa levelofmastery inthetimeprovided(usuallyasemester,trimester,oryear).
LearningActivities Theserepresenttheexperiencesandinstructionthatwillenablestudentstoachievethedesiredresultssuchasmaterials,projects,lectures,videos,homework,assignments,presentations,accommodations,andvocabulary.
EssentialQuestion AnEssentialQuestionliesattheheartofasubjectoracurriculum(asopposedtobeingeithertrivialorleading)andpromotesinquiryanduncoverageofasubject.Essentialquestionsdonotyieldasingleanswer,butproducedifferentplausibleresponses,aboutwhichthoughtfulandknowledgeablepeoplemaydisagree.Anessentialquestioncanbeoverarching,gradelevelspecific,orunitspecificinscope.
EssentialTopics,Skills,Processes,Concepts
Thetopics,skills,processes,andconceptsclarifytheEssentialLearnings,describeindicatorsofachievement,andinformtheselectionofformativeandsummativeassessments.
Formativeassessment Anassessmentisconsideredformativewhenthefeedbackfromlearningactivitiesisactuallyusedtoadapttheteachingtomeetthelearner'sneeds.
PerformanceTask Aperformancetaskusesonesknowledgetoeffectivelyactorbringtofruitionacomplexproductthatrevealsonesknowledgeandexpertise.
Prerequisiteknowledgeandskill Theknowledgeandskillrequiredtosuccessfullyperformaculminatingtasksorachieveanunderstanding.Thesetypicallyidentifydiscreteknowledgeandknowhowrequiredtoputeverythingtogetherinameaningful,finalperformance.
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CurriculumGlossaryofTerms
Processes Processesincludeallthestrategies,decisions,andsubskillsastudentusesinmeetingthecontentstandard.
Product Thetangibleandstableresultofaperformanceandtheprocessesthatledtoit.Theproductisvalidforassessingthestudentsknowledgetotheextentthatsuccessorfailureinproducingtheproductreflectstheknowledgetaughtandbeingassessed.
Rubric Ascoringtoolthatratesperformanceaccordingtoclearlystatedlevelsofcriteriaandenablesstudentstoselfassess.Arubricanswersthequestion,Whatdoesunderstandingorproficiencyforanidentifiedresultlooklike?Thescalescanbenumericordescriptive.
ScopeandSequence Scopereferstothebreadthanddepthofcontenttobecoveredinacurriculumatanyonetime(e.g.week,term,year,overastudentsschoollife).Sequencereferstotheorderinwhichcontentispresentedtolearnersovertime.Theorderinwhichyoudoit.Togetherascopeandsequenceoflearningbringordertothedeliveryofcontent,supportingthemaximizingofstudentlearningandofferingsustainedopportunitiesforlearning.Withoutaconsideredscopeandsequencethereistheriskofadhoccontentdeliveryandthemissingofsignificantlearning.
Strategies Strategiesareprocedures,methods,ortechniquestoaccomplishanessentiallearning.
Summativeassessment Anassessmentisconsideredsummativewhenthefeedbackisusedasasummaryofthelearninguptoagivenpointintime.
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TheSocialStudiescurriculumcouncilbeganmeetingintheFallof2007.Thiscurriculumisaresultoftheirfocusedattentionandabilitytoexamineandincorporateresearchaboutbestpracticesineducation.TheworkthatfollowsincorporatestheideasofmanyresearchersincludingRobertMarzano,JosephKahne,VirginiaGay,ChristineSleeter,andRandallLindsey.Eachofwhomaddressedoneormoreofourgoals:
Viability CulturallyProficiency Currency IncorporatesNewCenturyGraduate
Characteristics AddressestheDemocracyDivide
ViabilityInordertocreateacurriculumthatcanbetaughtusingtheteachinglearningcycle,eachcontentareawastrimmed,inordertoemphasizedepthinourinstruction.Creatingaviablecurriculumwillhelpusinoureffortstoclosetheachievementgap.
CulturalProficiencyJustasthegoalsofBVSDembraceincreasingtheculturalproficiencyofthedistrict,thiscurriculumisdesignedtodosoforthelearner.Lindseyidentifies5strategiesformovingtowardculturalproficiency:Knowyourdifferences,valuedifference,manageconflict,adapttodiversityandteachaboutculture.Theseskillsarebuiltintoeverygradelevelcurricula.Byintroducingculturesnotpreviouslyemphasizedinourcurriculum,allowingforculturalrelevancybybringingthestudentscultureintotheclassroom,andbyincorporatingavarietyofperspectivesonessentialissues,thiscurriculumwillbeastepinmovingoursystemforwardinembracingdifference,andnarrowingourachievementgap.
CurrencyWhatdoesacurrentcurriculumlooklike?Ourcurrentstudentswillfaceaworldveryunlikeourown.
Weaddressedfiveissuestobringcurrencyintothecurriculum:1. ChangeInthefastpacedworldourstudents
encounterthereisonethemethattheywillneedtheskillstoaddressintheirlives:Change.Thethemeofchange:observingchange,predictingchange,adaptingtochangeandcreatingchangeareimbeddedideasateverylevel.
2.RegionalFocusAdditionally,thecontentfocushasshiftedtoincreaseattentiononAsia.
3. CurrentEventsEachgradelevelwillberesponsibleforbringingingradeappropriatediscussionofcurrentevents.
4. TechnologyAnuptodatesocialstudiescurriculumwillembracethetechnologicaltoolsthatnotonlyenhancethesocialstudiesbutmakenewlearningpossible.TheUSdepartmentofLaborstatesthatcareersinvolvingtheuseofGeospatialtechnologiesareoneofthetop14careersofthefuture.Thesecareerswillbeasdiverseasremotesensing,datacollection,environmentandurbanplanning,anddigitalcartography.TheopeningofGeospatialtechnologiestostudentsasyoungaskindergartenwillopennewavenuestounderstandingandanalyzingourworld.
5.EconomicsAsafinalupdate,wehaveincreasedtheamountandfrequencyofeconomiccontentateverylevel.Asourstudentsenteraworldofcomplexeconomics,werespondedtotheneedsshowninoursociety.
NewCenturyGraduateTheNewCenturyGraduatecharacteristicsthatinvolvethesocialstudiesincorporate10ofthecategoriesdesignatedinthisdocument.
BoulderValleySchoolDistrictSocialStudiesBackground
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TheseincludeLifeCompetency:MoneyManagement,Communicationwithdiverseaudiences,MulticulturalPerspectives,Literacy,MathematicsandSpatialunderstanding,ThinkingandReasoning,appliedTechnology,InterpersonalCompetency,GovernmentandCivics,andHistory.Theessentialunderstandingsofeachgradelevelareareflectionofthesegoals.
DemocracyDivideFinally,thecurriculumfocusesonwhatJosephKahnehaslabeledtheDemocracyDivide.TheDemocracyDivideiscreatedafterhighschool,butisreflectedintheachievementgapandthetypesofactivitiesthatareencounteredaspartofacivicseducation.Thisresearchshowsthatthepatternscreatedinschoolcreateadivideintheparticipationofadultsindemocraticinstitutions.Ourcurriculumincorporatedthenotionthatourstudentsshouldbeinvolvedinsimulatingandparticipatingingovernmentfromtheearliestages.Bennett,Linda,ed.DigitalAge:TechnologyBasedk12LessonPlans.SilverSpring,MD:NCSS,2007.Blankstein,AlanM.,PaulD.Houston,andRobertW.Cole,eds.EngagingEveryLearner.NewYork:CorwinP,2006."CreatingCulturallyResponsiveCurriculum."CreatingCulturallyResponsiveCurriculum.CRUECenter,Denver,Colorado.102007.Gay,Geneva.CulturallyResponsiveTeaching:Theory,ResearchandPractice.NewYork:TeachersCollegeP,TeachersCollege,ColumbiaUniversity,2000.Kahne,Joseph,andEllenMiddaugh."DemocracyforSome:TheCivicOpportunityGapinHighSchool."22008.CenterforInformationandResearchonCivicLearning.62008.
Lindsey,RandallB.,KikanzaNuriRobins,andRaymondD.Terrell.CulturalProficiency:AManualforSchoolLeaders.NewYork:CorwinP,2003.Marzano,RobertJ.,DebraPickering,andJaneE.Pollock.ClassroomInstructionThatWorks:ResearchBasedStrategiesforIncreasingStudentAchievement.Alexandria:AssociationforSupervision&CurriculumDevelopment,2001.NationalPersonalFinanceStandards.1997.JumpStart.11Nov.2008.NationalStandardsforWorldHistoryGrades512."NationalCenterforHistoryintheSchools.Web.Spring2009..ManyELRsarecopiedinwholeorinpart,withpermissionfromtheNationalCenterforHistoryintheSchools,UCLA.Sleeter,ChristineE.UnStandardizingCurriculum:MulticulturalTeachingintheStandardsBasedClassroom.NewYork:TeachersCollegeP,TeachersCollege,ColumbiaUniversity,2005.World History for Us All. Web. Spring 2009.
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BoulderValleySchoolDistrictSocialStudiesContentStandards
HistoryStandard1
Studentsunderstandthechronologicalorganizationofhistoryandknowhowtoorganizeeventsandpeopleintomajorerastoidentifyandexplain
historicalrelationships.
HistoryStandard2
Studentsknowhowtousetheprocessesandresourcesofhistoricalinquiry.
HistoryStandard3
Studentsunderstandthatsocietiesarediverseandhavechangedovertime.
HistoryStandard4
Studentsunderstandtheimpactofeconomicactivityandscientificandtechnologicaldevelopmentson
individualsandsocieties.
HistoryStandard5
Studentsunderstandpoliticalinstitutionsandtheoriesthathavedevelopedandchangedover
time.
HistoryStandard6
Studentsknowthatreligiousandphilosophicalideashavebeenpowerfulforcesthroughouthistory.
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BoulderValleySchoolDistrictSocialStudiesContentStandards
GeographyStandard1
Studentsknowhowtouseandconstructmaps,globes,andothergeographictoolstolocateandderiveinformationaboutpeople,places,and
environments.
GeographyStandard2
Studentsknowthephysicalandhumancharacteristicsofplaces,andusethisknowledgetodefineandstudyregionsandinterprettheirpatterns
ofchange.
GeographyStandard3
StudentsunderstandhowphysicalprocessesshapeEarthssurfacepatternsandsystems.
GeographyStandard4
Studentsunderstandhoweconomic,political,cultural,andsocialprocessesinteracttoshape
diversepatternsofhumanpopulations,movement,andinterdependence,cooperation,andconflict.
GeographyStandard5
Studentsunderstandtheeffectsofinteractionsbetweenhumanandphysicalsystemsandthechangesinmeaning,use,distribution,and
importanceofresources.
GeographyStandard6
Studentsapplyknowledgeofpeople,places,andenvironmentstounderstandandinterpretthepast
andpresentandtoplanforthefuture.
CivicsStandard1
StudentsunderstandthepurposesofgovernmentandthebasicconstitutionalprinciplesoftheUnited
Statesrepublicanformofgovernment.
CivicsStandard2
Studentsknowthestructureandfunctionoflocal,state,andnationalgovernmentandhowcitizen
involvementshapespublicpolicy.
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BoulderValleySchoolDistrictSocialStudiesContentStandards
CivicsStandard3
StudentsknowthepoliticalrelationshipoftheUnitedStatesanditscitizenstoothernationsandto
worldaffairs.
CivicsStandard4
Studentsunderstandhowcitizensexercisetheroles,rightsandresponsibilitiesofparticipationinciviclife
atalllevelslocal,stateandnational.
EconomicsStandard1
Studentsunderstandthatbecauseoftheconditionofscarcity,decisionsmustbemadeabouttheuseof
scarceresources.
EconomicsStandard2
Studentsunderstandhowdifferenteconomicsystemsimpactdecisionsabouttheuseofresourcesandtheproductionanddistributionofgoodsand
services.
EconomicsStandard3
Studentsunderstandtheresultsoftrade,exchange,andinterdependenceamongindividuals,
households,businesses,governments,andsocieties.
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OverarchingEnduringUnderstandings Theinterrelationsamongpeopleoftheworld
occurredwithmuchgreaterfrequencyandimpact. LargeEurasianempireswerepossibleduetothe
militarypowerandsurplusofmoneyprovidedbythemilitaryandfiscalrevolution.
TheencountersbetweenAfricans,Asians,theAmericasandEuropeanswerenotequallybeneficial.
Europewastransformedthroughchangesinreligioustheory,increasingmilitarypower,andscientificthinking.
Theagriculturalandindustrialrevolutionschangedthedistributionofwealthandpovertyintheworld.
ThepoliticalrevolutionsoftheAtlanticbasinreshapedhumanideasaboutgovernment.
EurasiansocietiestransformedthroughImperialexpansionandincreasedglobalcontact.
Newpoliticalandsocialideasemergedfromthechallengesofdemographicandeconomicchangesoftheindustrialrevolution.
DominationofWesternmilitaryandeconomicpowerovermanyregionsbroughttechnological,social,andgovernmentalchangesandcreatedtheseedsofglobalization.
Twentiethcenturyconflictswerecausedbythecomplicatedinteractionofeconomics,alliances,nationalismandimperialism.
SinceWorldWarII,asystemofinternationaljusticeandastableorganizationofinternational
communicationhasbeenestablished. Political,economicandmilitaryrelationshipshave
adjustedtochangingdynamicsinpowerandresources.
Thecontemporaryworldhasstruggledtobalancetheinterestsandneedsofculturalminoritiesandmajorities.
OverarchingEssentialQuestions
Whatwasthesignificanceoftheeconomic,political,andculturalinterrelationsamongpeoplesofAfrica,Europe,AsiaandtheAmericas,15001750?
HowdidlargeterritorialempiresdominatemuchofEurasiabetweenthe16thand18thcenturies?
WhatwerethecharacteristicsoftheencountersbetweenEuropeansandpeoplesofSubSaharanAfrica,Asia,andtheAmericasinthelate15thandearly16thcenturies?
Whatwerethesocial,political,economic,andculturaltransformationsinEurope,14501750?
Whatwerethecausesandconsequencesoftheagriculturalandindustrialrevolutions,17001850?
Whatwerethecausesandconsequencesofpoliticalrevolutionsinthelate18thandearly19thcenturies?
Whatwerethecausesandconsequencesoftheagriculturalandindustrialrevolutions,17001850?
HowwereEurasiansocietiestransformedinaneraofglobaltradeandrisingEuropeanpower,17501870
Whatwerethepatternsofnationalism,statebuilding,andsocialreforminEuropeandtheAmericas,18301914?
WhydidglobalchangeoccurintheeraofWesternmilitaryandeconomicdomination,18001914?
Howhassocialandpoliticalreform,andrevolutioninthe20thcenturychangedtheworld?
Whatwerethecausesandglobalconsequencesofinternationalconflictinthe20thcentury?
Whathavebeenthesuccessesandfailuresinthesearchforpeaceandstabilityinthepostwarworlds?
Whatarethenewinternationalpolitical,economicandmilitaryrelationshipsthatdevelopedinthe20thcentury?
Whatarethemajorsourcesofeconomicdisparity,tension,andconflictinthecontemporaryworld?
WorldHistoryOverarchingEnduringUnderstandingandEssentialQuestions
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History2:Studentsknowhowtousetheprocessesandresourcesofhistoricalinquiry.Inordertomeetthisstandard,aWorldHistorystudent: Appliesreadingandwritingskillstoinquire,think
critically,andapplyhistoricalconceptstonewsituations
BoulderValleySchoolDistrictSocialStudiesContentStandardsandWorldHistoryEssentialLearnings
History4:Studentsunderstandtheimpactofeconomicactivityandscientificortechnologicaldevelopmentsonindividualsandsocieties.Inordertomeetthisstandard,aWorldHistorystudent: Analyzeshowpopulation,economic,and
technologicalchangeacceleratedfrom1450to1770 Explainsthecausesandconsequencesofthe
agriculturalandindustrialrevolutions,17001850 Evaluatestheimpactofnewsocialmovements,and
cultural,intellectual,andeducationaltrends Recognizeshowmodernnationalismaffected
Europeanpoliticsandsociety Identifiesthesuccessesandfailuresinthesearchfor
peaceandstabilityinthepostwarworlds Identifiestheeconomic,social,andpolitical
transformationsinAfrica,Asia,andLatinAmericaasaresultofwarandindependence
History1:Studentsunderstandthechronologicalorganizationofhistoryandknowhowtoorganizeeventsandpeopleintomajorerastoidentifyandexplainhistoricalrelationships.Inordertomeetthisstandard,aWorldHistorystudent: Evaluatesthemajorsourcesofsocialtension,
conflict,andeconomicdisparityinthecontemporaryworld
History3:Studentsunderstandthatsocietiesarediverseandhavechangedovertime.Inordertomeetthisstandard,aWorldHistorystudent: Describestheencountersbetweenpeoplesof
SubSaharanAfrica,Asia,andtheAmericasinthelate15thandearly16thcenturies
DescribestheoriginsandconsequencesofslavetradeinAfricaandtheAmericas
AnalyzesthecausesandeffectsofEuropean,American,andJapaneseimperialexpansion
GivesexamplesofthevaryingresponsesofAfricanpeoplestoworldeconomicdevelopmentsandEuropeanImperialism
Describesmajorshiftsinworldgeopoliticsfrom1900tothepresentandexplainsthechangingroleofworldpowersininternationalaffairs
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History6:Studentsknowthatreligiousbeliefsandphilosophicalideashavebeenpowerfulforcesthroughouthistory.Inordertomeetthisstandard,aWorldHistorystudent: ExaminessocialtrendsinEuropewithinthe
frameworkoftheRenaissanceandReformation DescribesthesignificanceoftheRenaissance,
Reformation,andCatholicReformation Describestheeffectsoftherisingmilitaryand
economicpowerofEuropeanstatesbetweenthe16thand18thcenturies
EvaluateshowtheScientificRevolutionandEnlightenmentcontributedtotransformationsinEuropeansociety
BoulderValleySchoolDistrictSocialStudiesContentStandardsandWorldHistoryEssentialLearnings
History5:Studentsunderstandpoliticalinstitutionsandtheoriesthathavedevelopedandchangedovertime.Inordertomeetthisstandard,aWorldHistorystudent: AnalyzestheextentandlimitsofChineseregional
powerundertheMingDynasty ComparestheriseandexpansionoftheOttoman,
Safavid,andMughalEmpires CompareshowAsiansocietiesweretransformedin
theeraofincreasedglobalcontacts IdentifiesmajorculturaltrendsinAsiabetweenthe
16thand18thcenturies DescribeshowtheFrenchRevolutioncontributedto
transformationsinEuropeandtheworld Comparesandcontraststheprocessandimpactof
independenceforLatinAmericancountriesintheearly19thcentury
AssessestheimpactofglobaltradeonEurasiansocieties17501870
Createsatheoryofthecausesandglobalconsequencesofinternationalconflictinthe20thcentury
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EssentialQuestions Whatwasthesignificanceoftheeconomic,
political,andculturalinterrelationsamongpeoplesofAfrica,Europe,AsiaandtheAmericas,15001750?
HowdidlargeterritorialempiresdominatemuchofEurasiabetweenthe16thand18thcenturies?
WhatwerethecharacteristicsoftheencountersbetweenEuropeansandpeoplesofSubSaharanAfrica,Asia,andtheAmericasinthelate15thandearly16thcenturies?
Whatwerethesocial,political,economic,andculturaltransformationsinEurope,14501750?
Whatwerethecausesandconsequencesoftheagriculturalandindustrialrevolutions,17001850?
Whatwerethecausesandconsequencesofpoliticalrevolutionsinthelate18thandearly19thcenturies?
Whatwerethecausesandconsequencesoftheagriculturalandindustrialrevolutions,17001850?
HowwereEurasiansocietiestransformedinaneraofglobaltradeandrisingEuropeanpower,17501870?
Whatwerethepatternsofnationalism,statebuilding,andsocialreforminEuropeandtheAmericas,18301914?
WhydidglobalchangeoccurintheeraofWesternmilitaryandeconomicdomination,18001914?
Howhassocialandpoliticalreform,andrevolutioninthe20thcenturychangedtheworld?
Whatwerethecausesandglobalconsequencesofinternationalconflictinthe20thcentury?
Whathavebeenthesuccessesandfailuresinthesearchforpeaceandstabilityinthepostwarworlds
Whatarethenewinternationalpolitical,economicandmilitaryrelationshipsthatdevelopedinthe20thcentury?
Whatarethemajorsourcesofeconomicdisparity,tensionandconflictinthecontemporaryworld?
BVSDWorldHistoryOverview
CourseDescriptionWorldHistoryisachronological,thematic,andcomparativestudyoftheworldfrom1450tothepresent.StudentswillexaminethemesthatspanregionsandwillfocusontheinteractionofworldcitizensandideasfromtheFirstGlobalAgethroughthe20thcentury.Studentswillbeengagedinanindepthstudyofasomeerasandwillbeaskedtocompleteindependentresearch,applycriticalthinkingandexaminemultipleperspectivesonworldissues.
EffectiveComponentsofaWorldHistoryProgram
Usesbroadthemesandimbedthedetails Providesopportunitiesfor
simulation Utilizescollaborativestrategies Supportsinquiryand
independentresearch Invitesproblemsolving Addressescriticalissuesand
currentrealities Teachesfrommanyperspectives Usesdirectinstructionwith
visualsandgraphicorganizers Encouragesinvolvementinthe
communityandcivicaction
Assessment Renaissance NewImperialism Genocideinthe20thCentury
TechnologyIntegration&Information
Literacy
Generatesmeaningfulquestions
Developsasearchstrategy Findsrelevantinformationfromavarietyofresources
Interprets,analyzesandappliesinformationtorespondtoquestions
Analyzestheethicalandlegalissuesaroundtechnologyuse
Critiquestheroleofthemediaingovernment
WorldHistory
FirstGlobalAge14501770
AccelerationofChange
EmpiresofEurasia
EncountersinAfricaandtheAmericas
EuropeasaPower
AgeofRevolutions17501914
NationalismandSocialReform
PoliticalRevolutions
IndustrialRevolution
EconomicChangeinEurasia
NewImperialism
ACenturyofCrises,War,PeaceandAchievement19002000
GlobalTrends
DemocracyandTyranny
WarandPeace
GlobalLinksandCommunalIdentity
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History4Studentsunderstandtheimpactofeconomicactivityandscientificortechnologicaldevelopmentson
individualsandsocieties.
EnduringUnderstandingTheinterrelationsamongpeopleoftheworldoccurredwithmuchgreaterfrequencyand
impactfrom14501750.
EssentialQuestionWhatwasthesignificanceoftheeconomic,political,andculturalinterrelationsamongpeoplesofAfrica,
Europe,AsiaandtheAmericas,14501750?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH1Analyzeshowpopulation,economicandtechnologicalchangeacceleratedfrom1450to1770
a Analyzesreasonsformajorshiftsinworlddemographyandurbanization
bAnalyzeswaysinwhichexpandingenterprisecontributedtochangingclassandracerelations
cDiscussestheimpactofgunpowderweaponryandotherinnovationsinmilitarytechnologyonempirebuildinginAfrica,AsiaandtheAmericas
dAssesseshowtheaccelerationofscientificandtechnologicalinnovationsinthiseraaffectedsocial,economic,andculturallifeinvariouspartsoftheworld
KeyAcademicVocabulary:demography,urbanization,class,race,relations,gunpowder,empirebuilding
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History5Studentsunderstandpoliticalinstitutionsandtheoriesthathavedevelopedandchangedovertime.
EnduringUnderstandingLargeEurasianempireswerepossiblebecauseofthemilitarypowerandsurplusofmoneyprovided
bythemilitaryandfiscalrevolution.
EssentialQuestionWhydidlargeterritorialempiresdominatedmuchof
Eurasiabetweenthe16thand18thcenturies?
EssentialLearningsEssentialKnowledge,Skills,topics,Processes,andConcepts
EssentialLearnings
WH2AnalyzestheextentandlimitsofChineseregionalpowerundertheMingDynasty
a AnalyzesthepowerandlimitsofimperialabsolutismundertheMingdynasty
bDescribestheeffectsofcommercializationonsocialrelationsamonggentryelites,urbanmerchants,andpeasants.
cExaminesChinaschangingattitudestowardexternalpoliticalandcommercialrelationsfollowingtheZhengHevoyagesfrom1405to1433
ComparestheroleofNeoConfucianism,Buddhism,andTaoisminChinesegovernmentandsociety
d
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH3ComparestheriseandexpansionoftheOttoman,Safavid,andMughalEmpires
aDetermineshowthecaptureofConstantinopleandthedestructionoftheByzantineempirecontributedtotheexpansionofOttomanpower
bDescribeshowMuslim,Orthodox,Catholic,andJewishpeoplesinteractedinsoutheasternEuropeunderOttomanrule
ExplainstherelationshipbetweenMuslimsandHindusintheempireandcomparesAkbarsgoverningmethodsandreligiousideaswiththoseofotherMughalemperors
c
Continuedonnextpage
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EssentialLearningsEssentialKnowledge,Skills,topics,Processes,andConcepts
WH4CompareshowAsiansocietiesweretransformedintheeraofincreasedglobalcontacts
aAssessestheimpactofBritishandFrenchcommercialandmilitaryinitiativesonpolitics,economy,andsocietyinIndia
bAnalyzesthecharacterandsignificanceofcontactsbetweenChristianmissionariesandpeoplesofIndia,Vietnam,andthePhilippines
cExplainshowtheManchusoverthrewtheMingdynasty,establishedthemultiethnicQing,anddoubledthesizeoftheChineseempire
dDescribesthecharacterofcentralizedfeudalisminJapanundertheTokugawaShogunateandthereasonsforJapanspoliticalstability,economicgrowth,andculturaldynamism
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
KeyAcademicVocabulary:imperialabsolutism,Ming,commercialization,gentryelites,urban,merchants,peasants,ZhengHe,NeoConfucianism,Buddhism,Taoism,Constantinople,Byzantineempire,Muslim,Orthodox,Catholic,Jewish,Muslims,Hindu,Akbar,Mughal,missionaries,Manchu,Qing,feudalism,Tokugawashogunate
WH5IdentifiesmajorculturaltrendsinAsiabetweenthe16thand18thcenturies
aAssessestheinfluenceofConfucianism,Chineseart,andliterarystylesonculturallifeinKorea,Vietnam,andJapan
bDescribesBuddhistandHinduteachingandpracticeinAsiaandcomparetheirinfluenceonsocialandculturallife
AnalyzeshowandwhyIslamcontinuedtoexpandinIndiaorSoutheastAsiac
History5(continued)Studentsunderstandpoliticalinstitutionsandtheoriesthathavedevelopedandchangedovertime.
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History3Studentsunderstandthatsocietiesarediverseandhavechangedovertime.
EnduringUnderstandingTheencountersbetweenAfricans,Asians,the
AmericasandEuropeanswerenotequallybeneficial.
EssentialQuestionWhatwasthenatureoftheencountersbetween
EuropeansandpeoplesofSubSaharanAfrica,Asia,andtheAmericasinthelate15thandearly16th
centuries?Whatweretheconsequences?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
WH6DescribestheencountersbetweenpeoplesofSubSaharanAfrica,Asia,andtheAmericasinthelate15thandearly16thcenturies
a Analyzesthemajorsocial,economic,political,andculturalfeaturesofEuropeansocietythatstimulatedexplorationandconquestoverseas
b DescribesthepoliticalandmilitarycollisionbetweentheSpanishandtheAztecandIncaEmpiresandanalyzewhytheseempirescollapsed
c Explainsthesocial,politicalandeconomicconsequencesoftheColumbianExchange(plantandanimalexchangedisease,demographicchanges,geographicknowledge,economicpower,distributionofwealth)
d DefinesandcomparestypesofEuropeanactivityandcontrolintheAmericas
e Assessesthemoral,political,andculturalroleofCatholicandProtestantChristianityintheEuropeancoloniesintheAmericas
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
Continuedonnextpage
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KeyAcademicVocabulary:Spanish,Aztec,Inca,ColumbianExchange,Catholic,ProtestantChristianity,transAtlanticslavetrade,middlepassage
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH7 DescribestheoriginsandconsequencesoftheslavetradeinAfricaandtheAmericas
a AnalyzesthewaysinwhichentrepreneursandcolonialgovernmentsexploitedAmericanIndianlaborandwhycommercialagriculturecametorelyoverwhelminglyonAfricanslavelabor
b ExplainstheorganizationoflongdistancetradeinWestandCentralAfricaandanalyzethecircumstancesunderwhichAfricangovernments,elites,merchants,andothergroupsparticipatedinthesaleofslavestoEuropeans
c ExplainshowEuropeangovernmentsandfirmsorganizedandfinancedthetransAtlanticslavetrade;anddescribetheconditionsunderwhichslavesmadethemiddlepassagefromAfricatotheAmericas
d ExplainsthedifferencesbetweentheslavetradeinAfricaandthatoutsideofAfrica
History3(continued)Studentsunderstandthatsocietiesarediverseandhavechangedovertime.
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History6Studentsknowthatreligiousbeliefsandphilosophicalideashavebeenpowerfulforcesthroughouthistory.
EnduringUnderstandingEuropewastransformedthroughchangesin
religioustheory,increasingmilitarypower,andscientificthinking.
EssentialQuestionWhatwerethesocial,political,economic,andculturaltransformationsinEurope,14501750?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH8ExaminessocialtrendsinEuropewithintheframeworkoftheRenaissanceandReformation
a DescribescharacteristicsofthefamilyandpeasantsocietyinearlymodernEuropeandexplainchangesininstitutionsofserfdomineasternandWesternEurope
b AnalyzesthesocialandeconomicconsequencesofpopulationgrowthandurbanizationinEuropefromthe15thtothe18thcenturies
Describesmajorinstitutionsofcapitalismandanalyzehowtheemergingcapitalisteconomytransformedagriculturalproduction,manufacturing,andwaysinwhichwomenandmenworked
c
Continuedonnextpage
WH9DescribesthesignificanceoftheRenaissance,Reformation,andCatholicReformation
a Analyzesthesocialandintellectualsignificanceofthetechnologicalinnovationof
printingwithmovabletype
b ExplainsconnectionsbetweentheItalianRenaissanceandthedevelopmentofHumanist
ideasinEuropenorthoftheAlps
c Evaluatesmajorachievementsinliterature,music,painting,sculpture,andarchitecture
in16thcenturyEurope
d ExplainsdiscontentamongEuropeanswiththelatemedievalChurchandanalyzethe
beliefsandideasoftheleadingProtestantreformers
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EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH10DescribestheeffectsoftherisingmilitaryandeconomicpowerofEuropeanstatesbetweenthe16thand18thcenturies
aAnalyzesthecharacter,development,andsourcesofwealthofstrongbureaucraticmonarchiesinthe16thcentury
bExplainstheimpactoftheEnglishRevolutiononpoliticalinstitutionsandattitudesintheNorthAmericancoloniesandontheoutbreakoftheAmericanRevolution
cAccountsforthegrowthofbureaucraticmonarchyinRussiaandanalyzethesignificanceofPetertheGreatswesternizingreforms
WH11EvaluateshowtheScientificRevolutionandEnlightenmentcontributedtotransformationsinEuropeansociety
a
Explainsthecultural,religious,andscientificimpactofastronomicaldiscoveriesandinnovationsfromCopernicustoNewton
bAnalyzestheimportanceofdiscoveriesinmathematics,physics,biology,andchemistryforEuropeansociety
c Explainsthedevelopmentandsignificanceofthescientificmethod
dExplainsprincipalideasoftheEnlightenment,includingrationalism,secularism,progress,toleration,empiricism,naturalrights,contractualgovernment,andnewtheoriesofeducation
eAssessestheimpactofEnlightenmentideasonthedevelopmentofmodernnationalismanddemocraticthoughtandinstitutions
fExplainshowacademies,salons,andpopularpublishingcontributedtothedisseminationofEnlightenmentideas
History6(continued)Studentsknowthatreligiousbeliefsandphilosophicalideashavebeenpowerfulforcesthroughouthistory.
KeyAcademicVocabulary:peasant,serfdom,capitalism,agriculturalproduction,manufacturing,printing,ItalianRenaissance,humanist,reformation,bureaucraticmonarchies,EnglishRevolution,PetertheGreat,Copernicus,Newton,Enlightenment,rationalism,secularism,progress,empiricism,naturalrights,contractualgovernment,nationalism,academies,salons
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History4Studentsunderstandtheimpactofeconomicactivityandscientificortechnologicaldevelopmentson
individualsandsocieties.
EnduringUnderstandingTheagriculturalandindustrialrevolutions
changedthedistributionofwealthandpovertyintheworld.
EssentialQuestionWhatwerethecausesandconsequencesofthe
agriculturalandindustrialrevolutions,17001850?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH12Explainsthecausesandconsequencesoftheagriculturalandindustrialrevolutions,17001850
a
DescribesthecharacteristicsoftheagriculturalrevolutionthatoccurredinEnglandandWesternEuropeandanalyzeitseffectsonpopulationgrowth,industrialization,andpatternsoflandholding
bIdentifiesthemajorcharacteristicsoftheindustrialrevolutionandcompareindustrialeconomieswithotherformsofeconomicorganization
cExplainsconnectionsamongpopulationgrowth,industrialization,andurbanizationandevaluatesthequalityoflifeinearly19thcenturycities
dAnalyzesconnectionsbetweenindustrializationandmovementsforpoliticalandsocialreforminEngland,WesternEurope,andtheUnitedStates
eAssessesthesocialsignificanceoftheworkofscientists,includingMaxwell,Darwin,andPasteur
fExplainshownewinventions,includingtherailroad,steamship,telegraph,photography,andinternalcombustionengine,transformedpatternsofglobalcommunication,trade,andstatepower
gAnalyzeshownewmachines,fertilizers,transportsystems,commercialization,andotherdevelopmentsaffectedagriculturalproductioninvariouspartsoftheworld
KeyAcademicVocabulary:Agriculturalrevolution,industrialrevolution,populationgrowth,urbanization,socialreform,Maxwell,Darwin,Pasteur,railroad,steamship,telegraph,photography,internalcombustionengine, fertilizers
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History5Studentsunderstandpoliticalinstitutionsandtheoriesthathavedevelopedandchangedovertime.
EnduringUnderstandingThepoliticalrevolutionsoftheAtlanticbasin
reshapedhumanideasaboutgovernment.
EssentialQuestionWhatwerethecausesandconsequencesofpolitical
revolutionsinthelate18thandearly19thcenturies?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH13DescribeshowtheFrenchRevolutioncontributedtotransformationsinEuropeandtheworld
aAnalyzesleadingideasoftherevolutionconcerningsocialequality,democracy,humanrights,constitutionalism,andnationalism
bExplainshowtheFrenchRevolutiondevelopedfromconstitutionalmonarchytodemocraticdespotismtotheNapoleonicEmpire
cExplainshowtherevolutionaffectedFrenchsociety(egreligiousinstitutions,socialrelations,education,marriage,familylife,andthelegalandpoliticalpositionofwomen)
dAnalyzesconnectionsbetweentheFrenchandHaitianrevolutionsandassesstheimpactoftheHaitianmovementonracerelationsandslaveryintheAmericasandtheFrenchempire
WH14ComparesandcontraststheprocessandimpactofindependenceforLatinAmericancountriesintheearly19thcentury
a AnalyzesthedevelopmentofindependencemovementsinLatinAmerica
bComparesthepoliticalrolesofCreoleelites,theCatholicChurch,andmestizo,mulatto,andIndianpopulationsintheindependencemovements
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History5(continued)Studentsunderstandpoliticalinstitutionsandtheoriesthathavedevelopedandchangedovertime.
EnduringUnderstandingEurasiansocietiesweretransformedthrough
Imperialexpansionandincreasedglobalcontact.
EssentialQuestionHowwereEurasiansocietiestransformedinanera
ofglobaltradeandrisingEuropeanpower,17501870?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH15 AssessestheimpactofglobaltradeonEurasiansocieties17501870
a
AssessestheeffectsofpopulationgrowthandEuropeancommercialpenetrationonOttomansocietyandgovernment
bAnalyzeswhytheempirewasforcedtoretreatfromtheBalkansandtheBlackSearegion
cDescribesRussianabsolutism,reform,andimperialexpansioninthelate18thand19thcenturies
dAnalyzesrelationsbetweentheRussianpeasantryandlandowningaristocracyandexplainthepersistenceofserfdominthe19thcentury
eAssessesthesignificanceofimperialreformsandpopularoppositionmovementsinthelater19thcentury
fDescribeshowChinasQingdynastyrespondedtoeconomicandpoliticalcrisesinthelate18thandthe19thcenturies
gDescribeshowJapanwastransformedfromfeudalshogunatetomodernnationstateinthe19thcentury
KeyAcademicVocabulary:constitutionalism,constitutionalismmonarchy,democraticdespotism,Napoleonicempire,Haitianrevolutions,Creole,CatholicChurch,mestizomulatto,peasantry,landowningaristocray,feudalshogunate
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History4Studentsunderstandtheimpactofeconomicactivityandscientificortechnologicaldevelopmentson
individualsandsocieties.
EnduringUnderstandingNewpoliticalandsocialideasemergedfromthe
challengesofdemographicandeconomicchangesoftheindustrialrevolution.
EssentialQuestionWhatwerethepatternsofnationalism,statebuildingandsocialreforminEurope
18301914?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH16Evaluatestheimpactofnewsocialmovementsandcultural,intellectual,andeducationaltrends
a
ExplainstheleadingideasofKarlMarxandanalyzetheimpactofMarxistbeliefsandprogramsonpolitics,industry,andlaborrelationsinlater19thcenturyEurope
bExplainstheoriginsofwomenssuffrageandothermovementsinEuropeandNorthAmericaandassesstheirsuccessesuptoWorldWarI
cDescribesthechanginglegalandsocialstatusofEuropeanJewsandtheriseofnewformsofantiSemitism
dExplainshowexpandededucationalopportunitiesandliteracycontributedtochangesinEuropeansocietyandculturallife
eEvaluatesmajormovementsinliterature,music,andthevisualartsandwaysinwhichtheyexpressedorshapedsocialandculturalvaluesofindustrialsociety
fAnalyzeswaysinwhichtrendsinphilosophyandthenewsocialscienceschallengedandshapeddominantsocialvalues
gAssessesthesuccessesandfailuresofdemocracyinLatinAmericancountriesinthedecadesfollowingindependence(distributionofwealth,immigration)
hAssessestheeffectsofforeigninterventionandliberalgovernmentpoliciesonsocialandeconomicchangeinMexico
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EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH17 RecognizeshowmodernnationalismaffectedEuropeanpoliticsandsociety
a Identifiesmajorcharacteristicsof19thcenturyEuropeannationalism
bAnalyzescausesoftherevolutionsof1848andwhytheserevolutionsfailedtoachievenationalistanddemocraticobjectives
cDescribestheunificationofGermanyandItalyandanalyzewhythesemovementssucceeded
dAssessestheimportanceofnationalismasasourcetensionandconflictintheAustroHungarianandOttomanempires
History4(continued)Studentsunderstandtheimpactofeconomicactivityandscientificortechnologicaldevelopmentson
individualsandsocieties.
KeyAcademicVocabulary:KarlMarx,womenssuffrage,antiSemitism,literacy,socialsciences,foreignintervention,nationalism,unification,AustroHungarian
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History3Studentsunderstandthatsocietiesarediverseandhavechangedovertime.
EnduringUnderstandingDominationofWesternmilitaryandeconomic
powerovermanyregionsbroughttechnological,socialandgovernmental
changesandcreatedtheseedsofglobalization.
EssentialQuestionInwhatwaysdidglobalchangeoccurintheeraof
Westernmilitaryandeconomicdomination,18001914?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH18AnalyzesthecausesandeffectsofEuropean,American,andJapaneseImperialexpansion
aExplainsleadingideasofSocialDarwinismandscientificracismin19thcenturyEuropeandassesstheimportanceoftheseideasinactivatingEuropeanimperialexpansioninAfricaandAsia
bDescribesadvancesintransportation,medicine,andweaponstechnologyinandassesstheimportanceinthesuccessofimperialexpansion
cAssessestheeffectsoftheSinoJapaneseandRussoJapanesewarsandcolonizationofKoreaontheworldpowerstatusofJapan
dAnalyzeschangesinIndiansocietyandeconomyunderBritishruleandthesocial,economic,andintellectualsourcesofIndiannationalism
eAnalyzeshowChinesebegantoreformgovernmentandsocietyafter1895andwhyrevolutionbrokeoutin1911
fAnalyzesJapansrapidindustrialization,technologicaladvancement,andnationalintegrationinthelate19thandearly20thcenturies
Continuedonnextpage
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KeyAcademicVocabulary:SocialDarwinism,scientificracism,imperialexpansion,SinoJapanese,RussoJapanesewars,Indiannationalism,WestAfrican,Sudan,Zanzibar,Zuluempire,resistancemovements
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH19GivesexamplesofthevaryingresponsesofAfricanpeoplestoworldeconomicdevelopmentsandEuropeanImperialism
a
ExplainstheimpactofreligiousandpoliticalrevolutionsintheWestAfricanSudanonstatebuilding,Islamization,andEuropeanimperialconquest
bExplainstheriseofZanzibarandothercommercialempiresinEastAfricainthecontextofinternationaltradeinivory,cloves,andslaves.
cDescribestheriseoftheZuluempireandanalyzeitseffectsonAfricansocietiesandEuropeancolonialsettlement
dAssessestheeffectsofthediscoveryofdiamondsandgoldinSouthAfricaonpoliticalandracerelations
eAnalyzesthesourcesandeffectivenessofmilitary,political,andreligiousresistancemovementsagainstEuropeanconquestinsuchregionsasAlgeria,Morocco,WestAfrica,theSudan,Ethiopia,andSouthAfrica
fExplainsmajorchangesinthepoliticalgeographyofnorthernandSubSaharanAfricabetween1880and1914
History3(continued)Studentsunderstandthatsocietiesarediverseandhavechangedovertime.
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History5Studentsunderstandpoliticalinstitutionsandtheoriesthathavedevelopedandchangedovertime.
EnduringUnderstandingTwentiethcenturyconflictswerecausedbythe
complicatedinteractionofeconomics,alliances,nationalismandimperialism.
EssentialQuestionWhatwerethecausesofinternationalconflictinthe
20thcentury?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
Continuedonnextpage
WH20Createsatheoryofthecausesandglobalconsequencesofinternationalconflictinthe20thcentury
a ExaminesthepossiblecausesofWorldWarIandII
bAnalyzestherelativeimportanceofeconomicandpoliticalrivalries,ethnicandideologicalconflicts,militarism,andimperialismasunderlyingcausesofthewars
cEvaluateswaysinwhichtechnologyaffectedattitudestowardwaramongEuropeancountries
dHypothesizesabouttheroleofthedepressioninmovingtheworldintorenewedconflict
e Analyzestheroleofcharismaticleadershiponworldevents
f Evaluatestheglobalscope,outcome,andhumancostsofwars
gDescribestheimpactsofthewarsintheprincipaltheatersofconflictinEurope,theMiddleEast,Africa,EastAsia,andtheSouthPacific
hAnalyzestheroleofnationalismandpropagandainmobilizingcivilianpopulationsinsupportofwars
iExplainshowmassiveindustrialproductionandinnovationsinmilitarytechnologyaffectedstrategy,tactics,scaleanddurationofthewars
jAssessestheshorttermdemographic,social,economic,andenvironmentalconsequences(combatdesertification)ofthewar
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History5(continued)Studentsunderstandpoliticalinstitutionsandtheoriesthathavedevelopedandchangedovertime.
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH21Createsatheoryofthecausesandglobalconsequencesofinternationalconflictinthe20thcentury(continued)
kAnalyzeshowpolitical,diplomatic,andeconomicconflictandcompetitionbetweentheUnitedStatesandtheSovietUnionaffecteddevelopmentsinsuchcountriesasEgypt,Iran,theCongo,Vietnam,Chile,andGuatemala,Armenia
lExplainsconceptssuchasarmsrace,militaryexpansion,ethnicandculturaldifference,territorialclaims,economicissuesandnationalismastheyrelatetotheoutbreakofwar
m
Compareswarsintermsoftheimpactofindustrialproduction,politicalgoals,nationalmobilization,technologicalinnovations,tactics,andlevelsofdestruction.(6DaysWar,Pakistan,Balkans,SovietBreakup,ColdWar,(Vietnam,Korea,Afghanistan)Argentina,Congo)
n Explainsthecausesofthecommunistrevolutionsfrom1917thruthepresent
o ExplainstheintellectualoriginsofCommunismandhowCommunismisadapted
pDescribestheriseofthecommunistdictatorsandanalyzewaysinwhichtheirpoliciestransformtheirsocieties
q EvaluatestherelationshipsbetweentheCommunistgovernmentsandtheWest
rAssessestheimpactofthefalloftheSovietUniononothercommunistcountriesandtheWest
s Assessesthesuccessesandfailuresofcommunistmovementsandrevolutions
KeyAcademicVocabulary:WorldWarIandII,depression,charismaticleadership,nationalism,propaganda,industrialproduction,demographic,environmentalconsequences,combatdesertification,armsrace,militaryexpansion,territorialclaims,6dayswar,Communism,SovietUnion
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Continuedonnextpage
History4Studentsunderstandtheimpactofeconomicactivityandscientificortechnologicaldevelopmentson
individualsandsocieties.
EnduringUnderstandingSinceWWII,asystemofinternationaljusticeand
astableorganizationofinternationalcommunicationhasbeenestablished.
EssentialQuestionWhathavebeenthesuccessesandfailuresinthesearchforpeaceandstabilityinthepostwar
worlds?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH22Identifiesthesuccessesandfailuresinthesearchforpeaceandstabilityinthepostwarworlds
aDescribestheconflictingaimsandaspirationsofdelegatesatvariouspeaceconferences(e.g.Versailles,Potsdam,Panmunjom,CampDavid,HelsinkiAccords)andanalyzetheresponsestothetermsofthosesettlements
bExplainshowthecollapseoftheoldempiresandthecreationofnewstatesaffectedinternationalrelations
cExaminestheformationofpeaceorganizationsandassesstheirpromiseandlimitationsasvehiclesforachievinglastingpeace.(LeagueofNations,UN)
dAnalyzestheobjectivesandachievementsofwomenspoliticalmovementsinthecontextofwarsandtheiraftermaths
eIdentifiestheimportanceofNuremberg,WarCrimesTribunals,TruthandReconciliation
f Examinesthelongtermeffectsofattemptsatestablishinginternationaljustice
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EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH23Identifiestheeconomic,social,andpoliticaltransformationsinAfrica,Asia,andLatinAmericaasaresultofwarandindependence
a AnalyzesthereasonsfortheriseofnationalistmovementsinAfricaandAsia
b ExplainshowtheMandateSystemcontributedtotheriseofpanArabism
cAssesseschallengestodemocraticgovernmentsinLatinAmericainthecontextofclassdivisionsandeconomicdependency
dEvaluatesthesuccessesandfailuresoftheSouthAfricangovernmentinestablishingarepresentativedemocracy
eDescribesthemethodsbywhichAfricanandAsiancountriesachievedindependencethroughoutthe20thcentury
f ExplainstheinterferenceofWesternnationsintheindependenceprocess
KeyAcademicVocabulary:Versailles,Potsdam,Panmunjom,CampDavid,HelsinkiAccords,LeagueofNations,UN,Nuremberg,WarCrimesTribunals,TruthandReconciliation,internationaljustice,Mandatesystem,panArabism,economicdependency,independence
History4(continued)Studentsunderstandtheimpactofeconomicactivityandscientificortechnologicaldevelopmentson
individualsandsocieties.
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KeyAcademicVocabulary:communistbloc,LeagueofNations,UN,OPEC,AfricanUnion,NATO,WarsawPact,WorldBank,ArabLeague
History3Studentsunderstandthatsocietiesarediverseandhavechangedovertime.
EnduringUnderstandingPolitical,economicandmilitaryrelationshipshave
adjustedtochangingdynamicsinpowerandresources.
EssentialQuestionWhatarethenewinternationalpolitical,economicandmilitaryrelationshipsthatdevelopedinthe20th
century?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH24Describesmajorshiftsinworldgeopoliticsfrom1900tothepresentandexplainsthechangingroleofworldpowersininternationalaffairs
a
UnderstandsthechangeinpowerfromEuropeanstatestoothernationsoftheworldthroughoutthe20thcentury
bDescribesthecollapseofthecommunistblocandexplaintheglobalconsequences
cAssessesthesuccessorfailureofinternationalorganizations(e.g.LeagueofNations,UN,OPEC,AfricanUnion,NATO,WarsawPact,WorldBank,ArabLeague)
dAnalyzeswhymassindustrialandconsumereconomiesdevelopedinsomecountriesoftheworldbutnotinothers
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KeyAcademicVocabulary:regimes,terroristmovement,extremism,diffusion,genocide,Rwanda,Darfur,Somalia,Serbia,migration
History1Studentsunderstandthechronologicalorganizationofhistoryandknowhowtoorganizeeventsandpeople
intomajorerastoidentifyandexplainhistoricalrelationships.History2
Studentsknowhowtousetheprocessesandresourcesofhistoricalinquiry.
EnduringUnderstandingThecontemporaryworldhasstruggledtobalance
theinterestsandneedsofculturalminoritiesandmajorities.
EssentialQuestionWhatarethemajorsourcesofeconomicdisparity,tensionandconflictinthecontemporaryworld?
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialLearnings
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH25Evaluatesthemajorsourcesofsocialtension,conflict,andeconomicdisparityinthecontemporaryworld
aAnalyzeshowandwhytheregimesperpetratecrimesagainsthumanityanddescribethedevastationsufferedbyJews,blacksandotherminoritygroups.
bAnalyzeswaysethnic,politicalandreligiousgroupssoughttoseparatethemselveswithinpoliticalboundaries
cAnalyzeswhyterroristmovementsandextremismhaveproliferatedandtheextentoftheirimpactonpoliticsandsocietyinvariouscountries
dExplainshownewtechnologiesandscientificbreakthroughsbothbenefitedandimperiledhumankind
eAssessestheinfluenceoftelevision,theInternet,andotherformsofelectroniccommunicationonthecreationanddiffusionofculturalandpoliticalinformationworldwide
fExaminesthecausesandconsequencesofgenocideinRwanda,Darfur,Somalia,Serbia
g Assessestheimpactofglobalpatternsofmigrationonthefuture
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History1(continued)Studentsunderstandthechronologicalorganizationofhistoryandknowhowtoorganizeeventsandpeople
intomajorerastoidentifyandexplainhistoricalrelationships.History2(continued)
Studentsknowhowtousetheprocessesandresourcesofhistoricalinquiry.
EssentialLearningsEssentialKnowledge,Skills,Topics,Processes,andConcepts
EssentialKno
wledge,Skills,Top
ics,
Processes,and
Con
cepts
WH26Appliesreadingandwritingskillstoinquire,thinkcritically,andapplyhistoricalconceptstonewsituations
a
Developsandextendsathesis,argument,orexplorationofatopicbyanalyzingdifferentperspectives,identifyinginconsistency,andaddressingcounterclaims
b Organizesincreasinglycomplexideastoachievecohesioninwriting
cCitesallsourcesandaccuratelydocumentquotationsandparaphrasedinformationusingastandardandconsistentstyle
dAnalyzes,infersandevaluatesthecontentofavarietyofprintandnonprintmaterialsforaccuracy,reasoning,andbias
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Topic SuggestedTimeframe
CurrentEvents 3weeks(IntegratedThroughout)
FirstGlobalAge(14501770)
8weeks
AgeofRevolution(17501915)
8weeks
ACenturyofWarPeaceandAchievement(19002000)
10weeks
Research 3weeks
SuggestedTimelines
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.
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SocialStudiesScope&SequenceK5
K 1 2 3 4 5History CulturalIdentity Families Community
CommunityHolidays
NativePeoples
ExplorersandEncounters
StateHolidays
Colonization
Revolution
Sovereignty
CivilWar
Immigration
Civics MySchoolandClassroom
Neighborhood CommunityGovernment
ColoradoGovernment
DemocraticIdeas FederalGovernment
BillofRightsConstitution
Economics NeedsandWants
ProducersandConsumers
GoodsandServices
Scarcity Entrepreneurship
Mercantilism
Freemarketeconomy
Bartersystem
Monetarysystem
Currency
InternationalTrade
Industrialization
Geography MapsandGlobes
MapFeatures
Continents,
Communities
Mexico
Japan
Culture
India
Alaska
China
NaturalResources
Population
ThematicMaps
Satelliteimagery
ColoradoMap
Topography
IndigenousLands
ExplorationRoutes
Natural
Resourcemaps
MapthecolonialAmericans
South,Eastand
WesternColonies
13Colonies
Interdependence
Region
ResourceDistribution
Expansion
Human
Population
Movement
RegionalDevelopment
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SocialStudiesScope&SequenceMiddleLevel
6Western
Hemisphere
7Eastern
Hemisphere
8UnitedStatesHistory
History Aztec,Inca,Maya AncientGreeceandRome
OriginofWorldReligions
U.S.Historyto1890
Geography MapSkills
PhysicalProcesses
RegionsandChange
CooperationandConflict
ResourceDistributions
GeographicProblemSolving
RegionsandChange
CooperationandConflict
ResourceDistributions
GeographicProblemSolving
RegionalDevelopmentoftheUnited
States
Economics Interdependence
ResourceDistribution
DevelopmentofMarketEconomy
Civics USForeignPolicy
Issuesanalysisanddecisionmaking
OriginofDemocraticIdeas
Issuesanalysisanddecisionmaking
USConstitution
ChangestotheConstitution
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SocialStudiesScope&SequenceHighSchool
Topic 9
10 11
History WorldHistory1450tothePresent
USHistory1890tothePresent
Geography HumanSystems
GeographicTools
HumanEnvironmentalInteraction
CurrentEvents
Economics(elective)
Civics
CivicEngagement
OriginofUSGovernment
StructureandFunctionofGovernment
Parties,InterestGroupsandLobbyists
StateandLocalGovernment
CurrentEvents
12
MacroEconomicConcepts
FinancialLiteracy
CurrentEconomic
Events
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WorldHistoryGlossaryofTerms
Culture Referstolearnedbehaviorofpeople,whichincludestheirbeliefsystemsandlanguages,theirsocialrelationships,theirinstitutionsandorganization,andtheirmaterialgoodsfood,clothing,buildings,tools,andmachines.
CultureRegion Referstoanareawithoneormorecommonculturalcharacteristicswhichgivesitameasureofhomogeneityandthatdistinguishesitfromsurroundingareas.
Diverse Referstohavingavarietyofformsorlands;variouskindsofforms.
EthnicGroups Referstoagroupofpeopleofthesameraceornationalitywhoshareacommonanddistinctiveculture.
Groups Referstoanycollectionofpersonsconsideredtogetherasbeingrelatedinsomeway.Thiswouldincludeethnicgroupsandoccupationalgroups(forexample,miners,ranchers,farmers).
HistoricalInquiry Referstotheprocessofstudyinghistorytofindoutwhat,who,why,when,etc.,inalogical,problemsolvingmanner.
HistoricalNarrative Referstowrittenhistoriesthat"tellthestory,"fromthesimpletothecomplex.
PrimarySources Referstohistoricaldocumentssuchasreports,maps,photographs,letters,drawing,diaries,andcourtrecordsandotherlegaldocuments,createdbythosewhoparticipatedinorwitnessedtheeventsofthepast.
SecondarySources Referstowrittenaccountsofeventsofthepastthatreflecttheauthor'sinterpretationoftheseeventsbasedontheauthor'sanalysisofprimaryand/orsecondarysourcesofinformation.
SocialOrganization Referstothestructureofsocialrelationswithinagroup.
Society,Soci