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CURRICULUM COVER SHEET Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 ST CENTURY GLOBAL SKILLS Curriculum Design Template Content Area: Social Studies Course Title: World History Honors Grade Level: 9 Unit I: Geography Unit II: Elements of Culture Unit III: World Religions 2 weeks 2 Weeks 4 weeks Unit IV: Emergence of Eastern Powers Unit V: Renaissance Unit VI: Rise of Portugal and Slave Trade 3 weeks 4 weeks 2 weeks Unit VII: Absolutism and the Rise of Monarchy Unit VIII: Enlightenment 3 weeks 3 weeks Unit IX: Industrial Revolution and Politics Unit X: World at War 6 weeks 4 weeks Date Created: 8/3/11 Board Approved on: August 27, 2012

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Page 1: ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • … · 3. Unit Test Geography (Summative) 4. Battleship activity (Formative) Suggested Learning Activities 1. Student created Stratalogica

CURRICULUM COVER SHEET Aligned to the 2009 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Curriculum Design Template

Content Area: Social Studies

Course Title: World History Honors

Grade Level: 9

Unit I: Geography

Unit II: Elements of Culture

Unit III: World Religions

2 weeks

2 Weeks

4 weeks

Unit IV: Emergence of Eastern Powers

Unit V: Renaissance

Unit VI: Rise of Portugal and Slave

Trade

3 weeks

4 weeks

2 weeks

Unit VII: Absolutism and the Rise of

Monarchy

Unit VIII: Enlightenment

3 weeks

3 weeks

Unit IX: Industrial Revolution and

Politics

Unit X: World at War

6 weeks

4 weeks

Date Created: 8/3/11

Board Approved on: August 27, 2012

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Unit I: Geography

Essential Questions:

1. Why is location important? 2. How are the concepts of time and place vital to the understanding of history and geography? 3. How do physical and human geography affect people, places and regions?

Enduring Understandings:

1. Geography influences needs, culture, opportunities, choices, interests, and skills. 2. There is a relationship between the consumption and conservation of natural resources.

Key Terms:

1. Relative location

2. Absolute location

3. Place

4. Environment

5. Climate

6. Longitude

7. Latitude

8. Region

9. Continent

10. Ocean

11. City

12. Town

13. Civilization

14. Plateau

15. Valley

16. Mountain

17. River

18. Hill

19. Lake

Objectives

Content Statement Strand CPI# Cumulative Progress Indicator

Geography consists of the study of our planet, including climatic

B. Geography, People, and the Environment

6.2.12.B.1.b Determine the role of natural resources, climate, and

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conditions, natural resources, topography, and the impact these factors have on the formation, advancement, and interactions of societies.

topography in European exploration, colonization, and settlement patterns.

Assessment

1. Clay molding activity (Formative)

2. Student created Stratalogica presentation (Summative)

3. Unit Test Geography (Summative)

4. Battleship activity (Formative)

Suggested Learning Activities

1. Student created Stratalogica presentations

2. Clay molding activity- land forms

3. Battleship activity: longitude and latitude

4. 5 themes of geography-song

Unit II: Elements of Culture

Essential Questions:

1. How did the Greeks contribute to the development of democracy and what is its impact on

governments today?

2. What are the responsibilities of citizens in a democracy?

3. How were the Romans influenced by Greek culture and ideas?

4. What were some of the most important contributions of the Romans?

Enduring Understandings:

1. The Ancient Greeks planted the seeds that would have a long-lasting impact on western civilization including the areas of art and architecture, literature, politics, philosophy, and science.

2. The culture legacy of the Roman Empire shaped later western civilization.

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3. Culture is not created and owned by a single people, but is enriched through the contributions

of others.

Key Terms:

1. Polis 2. Democracy 3. Epics 4. Hellenistic 5. Philosophy 6. Assimilation 7. Oligarchy 8. Tyrant 9. Acropolis 10. Monarchy 11. Patrician 12. Pope 13. Bishop 14. Christianity 15. Civil war 16. Dictator 17. Epicurean 18. Greco-Roman Culture 19. Imperialism 20. Import/export 21. Inflation 22. Mercenary 23. PaxRomana 24. Republic 25. Stoic 26. Triumvirate

Content Statement Strand CPI# Indicator

Both the Ancient Greeks and the Ancient Romans had enormous respect for human beings, and what they could accomplish with their minds and bodies. They were Humanists, a frame of mind which was re-born in the Renaissance and a concept which has had a lasting impact on the formation of many of our modern institutions

A. Civics, Government, and Human Rights

6.2.12.A.2.a Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit, and new theories of education) altered political thought in Europe, and trace the impact of these ideas

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and cultural beliefs. over time.

9.1.12.A

Apply critical thinking and problem-solving strategies during structured learning experiences.

Assessment:

1. Unit Test (Summative)

2. Research Projects – Philosophers (Summative)

3. Discussion and written response on Platonic Theory (Formative)

4. Discussion- Compare and contrast Athenian and US democracy- what are the benefits and

complications associated with each (Formative)

Suggested Activities:

1. Compare and contrast direct Democracy and republic.

2. Analyze Athenian Constitution

3. Analyze Plato’s theories

4. Voting Activity followed by discussion: Does my vote count?

Unit III: World Religions

Essential Questions:

1. What are the major religions of the world? 2. Why is religion important to people around the world? 3. What are the ceremonies and holidays associated with each religion? 4. What similarities and differences exist among the religions?

Enduring Understandings:

1. Religion can be both a unifying and divisive force in human relations. 2. People are affected by environmental, economic, social, cultural, and civic concerns.

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3. Global societies are diverse, creating varied perspectives, contributions, and challenges. 4. Culture is a way of life of a group of people who share similar beliefs and customs.

Key Terms:

1. Culture 2. Buddhist 3. dharma 4. Five Noble Truths 5. Eightfold Path 6. Reincarnation 7. nirvana 8. Theravada 9. Mahayana 10. monks 11. temples 12. polytheism 13. Brahmins 14. caste system 15. Shaktism 16. Viashnavism 17. Shiavism 18. Confuscism 19. Filial Piety 20. Yin-yang 21. AdiGranth 22. Sikhs 23. Khanda 24. Christianity 25. Reformation 26. Protestant 27. Catholic 28. Judaism

Objectives

Content Statement Strand CPI# Cumulative Progress Indicator

The study of Eastern religion is a vehicle to demonstrate the importance of respect for others’ beliefs. This includes not only being receptive to new ideas and interpretations of

D. History, Culture, and Perspective

6.2.12.D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual

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ideas, but more importantly creating guidelines for discussion to ensure that individuals will not judge the validity of a religion.

worlds.

9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

Assessment:

1. World Religions Project (Summative)

2. KWL Chart – Eastern Religions (Formative & Summative)

3. Unit Test (Summative)

4. Current Event Research Project (Summative)

Suggested Activities

1. World Religions Project- group assignment – research and report on key aspects of a selected

Eastern religion

-Address: Stereotypes, Common misconceptions, religious practices, ceremonies, etc.

2. Primary document analysis (group or individual)

-Four Noble Truths

-Bhagavad Gita

-Confucius

3. Current event assignment – status of religions in the 21st century

-American perspectives -Global perspectives

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Unit IV: Emergence of Eastern Powers

Essential Questions

1. What drives empires to expand?

2. How is power gained, used, and justified?

3. How does economic policy determine position in global politics?

4. What are the byproducts of cross-cultural interactions?

Enduring Understandings

1. Decisions concerning the allocation and use of economic resources impact individuals and groups.

2. Local, national, and international relationships are affected by economic transactions. 3. Progress is defined by cultural interpretation. 4. People respond to and resolve conflicts in a variety of ways. 5. After the collapse of the Western Roman Empire, Byzantium flourished for one thousand years

and left a lasting legacy for Eastern and Western societies and forced Western European societies to seek stability through feudalism and Roman Catholic Church

Key Terms:

1. Mongolia

2. Genghis Khan

3. Khanates

4. Gobi desert

5. Kublai Khan

6. Cavalry

7. Trading society

8. Infidel

9. Constantinople

10. Anatolian Peninsula

11. Byzantine empire

12. Trade routes

Objectives

Content Statement Strand CPI# Cumulative Progress Indicator

Unlike most of the other regions of Asia,

A. Civics, Government, and Human Rights

6.2.12.A.1.a

Compare and contrast the motivations for and

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Southeast Asia and the Middle East were never unified under a single government, largely due to their formidable geographic and social barriers. Therefore, the history of these areas is one of competition and interaction which fueled innovations in government structure and technology.

methods by which various empires (e.g., Ming, Qing, Spanish, Mughal, or Ottoman) expanded, and assess why some were more effective than others in maintaining control of their empires.

C. Economics, Innovation, and Technology

6.2.12.C.1.a

Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of European political and military control in Africa, Asia, and the Americas by the mid-18th century.

B. Geography, People, and the Environment

6.2.12.B.1.a Compare and contrast the economic policies of China and Japan, and determine the impact these policies had on growth, the desire for colonies, and the relative positions of China and Japan within the emerging global economy.

C. Economics, Innovation, and Technology

6.2.12.C.1.e

Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europe’s interactions with Islam and Asia provided the necessary tools for European exploration and conquest.

9.1.12.C.3 Explain why some

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current and/or past world leaders have had a greater impact on people and society than others, regardless of their countries of origin.

Assessment

1. Unit Test (Summative)

2. Timeline activity (Formative & Summative)

3. Writing a letter to Marco Polo (Formative)

4. Participation in: Life in Genghis Khan’s Army (Formative)

5. “This Year in History” Project (Summative)

Suggested Activities

1. Chinese invention research projects

2. Letter Prompt

3. Simulation: Life in Genghis Khan’s Army

4. Chart the similarities and differences between empires

5. Stratalogica presentations – trade routes

6. Comparison project: “This year in history”

Unit V: The Renaissance

Essential Questions:

1. What was the Renaissance and why did it begin in the Italian city/states?

2. What characterizes Renaissance art; identify various Italian artist from this period.

3. What was the Protestant Reformation and identify several of the leaders in this movement?

4. What was the response of the Roman Catholic Church after the reformation?

Enduring Essentials:

1. The Renaissance was a period of rebirth to Greek and Roman times that began in the Italian

city/states because of the use of trade, an urban society, and their secular view on world affairs.

2. Renaissance art portrays the beauty and individuality of human figures in a realistic manner.

Such artists as Michelangelo, da Vinci, and Raphael will be examined.

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3. Leaders were discontent with present circumstances and wanted to see changes in the Catholic

Church, bringing about the Protestant Reformation. Martin Luther and John Calvin will be

discussed as several of these Protestant leaders.

4. The Catholic Church made reforms themselves and started the Counter Reformation.

Key Terms:

1. Urban society

2. Secular

3. Humanism

4. Vernacular

5. Fresco

6. Salvation

7. Indulgence

8. 95 theses

9. Edict of Worms

10. Lutheranism

11. Predestination

12. Annul

13. Trent

Content Statement Strand CPI# Cumulative Progress Indicator

-Early Renaissance – connections with Catholic Church -Middle Ages-feudalism -Black Death Late Renaissance-moving past Romans -Art, science -exploration

C. Economics, Innovation and Technology D. History, Culture and Perspectives

6.2.12.C.1.b 6.2.12.C.1.c

Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact trade on the New World’s economy and society.

Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization. Explain how the new social stratification created by voluntary and coerced interactions among

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6.2.12.D.1.c 6.2.12.D.1.e

6.2.12.D.2.d 6.2.12.D.2.e RH.9-10.7.

Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict. Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the Renaissance. Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. Assess the impact of the printing press and other technologies developed on the dissemination of ideas. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

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Assessment

1. Travel brochure for the Middle Ages & Renaissance (Summative)

2. KWL – Middle Ages & Renaissance (Formative & Summative)

3. Unit Test (Summative)

4. Peasant’s Wheel of Life- Simulation (Formative)

5. Illuminated Manuscripts (Summative)

6. Art History Project (Cross-circular) – research and presentation on artist and major works-

analysis paper to be included

7. Research Project- Banned Books (Then and Now) – (Formative)

8. Document Based Question- Impact of Renaissance(Summative)

Suggested Activities

1. Medieval Shield Project

2. Travel brochure

3. Art Comparison & Analysis (Medieval vs. Renaissance)

4. Life in the Medieval Castle – Computer Simulation

5. Peasant’s Wheel of Life- Simulation

6. Art History Project (Cross-circular) – research and presentation on artist and major works-

analysis paper to be included

7. Banned Books Project

8. Document Based Question – Renaissance and Rebirth

Unit VI: Rise of Portugal and the Slave Trade

Essential Questions:

1. What started the slave trade in Africa and why did Portugal lead this movement? 2. How did European partitioning of Africa contribute to conflict, civil war, and to artificial political

boundaries? 3. How did nationalism lead to independence in South Africa, Kenya and Nigeria? 4. How was apartheid created and dissolved in South Africa? 5. What role did Nelson Mandela play in the end of apartheid? 6. What is the impact of the Pan-Africa movement on the continent of Africa?

Enduring Understandings:

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1. The need for cheap labor in the America’s and imperialism throughout Asia and Africa started

the slave trade. Portugal’s role in the slave trade and how it became the leader in this

movement will be explained.

2. When there is conflict between or within societies, change is the result.

Key Terms:

1. Apartheid

2. Slave Trade

3. Commerce

4. Nelson Mandela

5. Racial Classification

6. Pass System

7. Colombian Exchange

8. Triangle Trade

Content Statement Strand CPI# Cumulative Progress Indicator

Historical events in Africa have shaped the governments, nations, economies, and culture through conflict and change. The student will understand how European partitioning and colonialism, nationalist movements and independence movements impacted the continent politically and socially.

D. History, Culture and Perspectives

6.2.12.D.2.c Assess the impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and Europeans in the Spanish and Portuguese colonies.

D. History, Culture and Perspectives

6.2.12.D.1.d Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans, and Americans.

D. History, Culture and Perspectives

6.2.12.D.1.a Assess the political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, and pathogens on Europeans and Native

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Americans.

D. History, Culture and Perspectives

6.2.12.D.1.b Compare slavery practices and other forms of coerced labor or social bondage common in East Africa, West Africa, Southwest Asia, Europe, and the Americas.

9.1.12.E.4 Predict the impact of emerging media technologies on international business and globalization.

Assessment:

1. Analysis paper- (Summative)

2. Journal reaction- Amistad (Formative)

3. Current Events research project (Summative)

4. Discussion: US involvement in war on poverty and terrorism in Africa (Summative)

Suggested Activities:

1. Movie: Amistad

2. Analysis paper-lasting impact of Colombian Exchange

3. Journal reaction- Amistad

4. Current Events research project

5. Discussion: US involvement in war on poverty and terrorism in Africa

6. Primary sources: Life aboard a slave ship

Unit VII: Absolutism and the Rise of Monarchy

Essential Questions:

1. What might have motivated the religious and political conflicts between Protestants and

Catholics?

2. What effect would the exercise of absolute power have on a nation?

3. How might art, literature and philosophy be influenced of the period?

4. What was the French system of government before the French Revolution?

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5. What internal conflicts in France affected the progress of the French Revolution?

6. Who was Napoleon and why was he able to take control of France and become its emperor?

Enduring Understanding:

1. The desire for land, power and civil liberties were the reason for conflict between Protestants

and Catholics.

2. Absolute power would place hardships on its people, cause bitterness and lead countries to war.

3. Art, literature and philosophy would reflect aspects of the religious and political issues of the

time.

4. The French government before the revolution was an absolute monarchy.

5. Internal disputes about the proper changes in government resulted in great conflict and

bloodshed.

6. Napoleon was a great political and military leader from Corsica in France and gained power of

France while France was in great turmoil.

Key terms:

1. Militant

2. Armada

3. Huguenots

4. Inflation

5. Divine rights of Kings

6. Absolutism

7. Sun King

8. Czar

9. Boyars

10. Mannerism

11. Baroque

12. Salons

13. Enlightened absolutism

14. Silesia

15. Rococo

16. Declaration of Independence

17. Federal system

18. 3 esates

19. Taille

20. Bourgeoisie

21. Tennis court oath

22. Sans-culottes

23. Jacobins

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24. Factions

25. Reign of terror

26. Electors

27. Directory

28. Coup d’etat

29. Consulate

30. Civil Code

Content standard Strand CPI # Cumulative Progress Indicator

France: Case study -Philosophy: Voltaire, Montesquieu, Rousseau, Diderot -Rise of absolutism- Louis XIV -French Revolution -Napoleon -Impact of the world after Napoleon

A. Civics, Government and Human Right

C. Economics, Innovation, Technology

A. Civics, Government and Human Right

6.2.12.A.2.c 6.2.12.C.2.a 6.2.12.A.3.a 6.2.12.A.3.b

Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy). Relate the development of more modern banking and financial systems to European economic influence in the world. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions. Determine the extent to which the American, French, and Haitian

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6.2.12.A.3.c 6.2.12.A.3.d

revolutions influenced independence movements in Latin America. Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution. Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities.

RH.9-10.1.

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused

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later ones or simply preceded them.

RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

Assessment

1. Unit Test (Summative)

2. Fashion Marketing Project (Summative)

3. Analysis Paper - Danton

4. Political Parties Project – Create your own campaign to take over during the Terror (Summative)

Suggested Activities

1. Political Cartoon Analysis

2. Project: A Revolution in Clothing- Fashion Marketing

3. Move: Danton

4. Research Project- Technology from the Reign of Terror

Unit VIII: Enlightenment

Essential Questions:

1. How did scientific discoveries change people’s attitude towards natural events and religious

faith?

2. How did new patterns of thought affect the ways that people studied social problems?

3. How did Enlightenment activities and thoughts influence European leaders?

4. How did the American Revolution reflect Enlightenment ideals?

Enduring Understandings:

1. Discoveries in science promoted a view of the universe as a machine with natural laws that

weren’t supported by religious teachings based on faith.

2. Thinks believed that if the universe was subject to laws, then institutions such as governments a

and economies must be subject to natural laws.

3. Ideas from the Enlightenment changed rulers’ actions and how they rules, while others didn’t

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4. Enlightenment beliefs in self-government and the use of reason in constructing governments

were reflected in the Declaration of Independence, American Revolution and the Constitution.

Key Terms:

1. Commonwealth

2. Roundheads

3. Cavaliers

4. Natural rights

5. Geocentric

6. Heliocentric

7. Rationalism

8. Scientific revolution

9. Separation of powers

10. Deism

11. Laissez-faire

12. Social contract

13. Thomas Hobbes

14. John Locke

15. Constitution

16. Declaration of Independence

Content standard Strand CPI # Cumulative Progress Indicator

Enlightenment and Revolution England : Case study -Locke, Hobbes, Newton -English Revolution -Cromwell (types of government) *American Revolution-framework -1688 William and Mary

A. Civics, Government and Human Right

6.2.12.A.2.a

Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit, and new theories of education) altered political thought in Europe, and trace the impact of these ideas over time. Explain the paradox between the ideology

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6.2.12.A.2.b 6.2.12.A.2.c 6.2.12.A.3.a 6.2.12.A.3.c 6.2.12.A.3.d

of the Enlightenment and the treatment of women and non-Europeans in European society. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy). Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions. Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution. Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities.

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RH.9-10.1.

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

Assessment:

1. Class Constitution (Formative & Summative)

2. Newton’s Laws- Experiment & Scientific Method (Formative)

3. Political Cartoon Analysis (Formative)

4. Constitution Analysis (Summative)

5. Discussion- Does society needs rules? Why/Why not? (Formative)

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Suggested Activities

1. Political Cartoon Analysis

2. Creation of a Class Constitution

3. US Constitution analysis paper

4. Newton’s Laws- Experiments & Scientific Method

5. Writing Prompt: Is Man Inherently Good or Evil?

6. Discussion- Does society needs rules? Why/Why not? (Formative)

7. Discussion: Music of the Enlightenment- What does it communicate about life and society?

Unit IX: Industrial Revolution & Politics of Europe

Essential Questions

1. How does technological change influence people's lives? Society?

2. How has industrialization, nationalism, and liberalism impacted the world? 3. How does the development of nationalism impact people, nations, and empires? 4. How did imperialism affect the cultural, social, political, and economic climate of societies? 5. What characteristics and factors unite people as a nation?

Enduring Understandings

1. Although the Industrial Revolution made the lives of many people much easier, it also led to

problems that are still in evidence today, such as crowded cities, industrial pollution, and the

decrease of open space.

2. Innovations in technology led to the Industrial Revolution, set the stage for the growth of cities,

forced a change in the economic structure of Europe and caused the growth of imperialism.

3. Imperialism transforms the political, economic, and cultural systems of both imperial countries and those colonized.

4. Nationalism unifies some nations and devastates others.

Key Terms

1. Adam Smith

2. Capital

3. Crop rotation

4. Factors of production

5. Entrepreneur

6. Industrial Revolution

7. Karl Marx

8. Otto Von Bismarck

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9. German Unification

10. Liverpool

11. London

12. Manchester

13. Proletariat

14. Robert Fulton

15. Stock corporation

16. Strike

17. Union

18. Capitalism

19. Communism

20. Corporation

21. Industrialization

22. Laissez-faire

23. Middle class

24. Revolution

25. Social class

26. Socialism

27. Urbanization

28. Utilitarianism

29. Utopians

Objectives

Content Statement Strand CPI # Cumulative Progress Indicator

Both industrialization and emerging ideas of nationalism transformed societies, reshaped the global balance of power, and changed how people saw themselves and others. Nations with the capacity and willingness to industrialize gained economic and political power and asserted their influence over others in the form of new imperialism promoted by ideas of

B. Geography, People, and the Environment

6.2.12.B.3.a Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1914.

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nationalism. Nationalism also emerged in nations affected by imperialism, manifested in resistance and reaction. This surge in power marks the relatively short period of European hegemony, disrupted by the global wars of the 20th century.

B. Geography, People, and the Environment

6.2.12.B.3.b Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.

C. Economics, Innovation, and Technology

6.2.12.C.3.b Analyze interrelationships among the Industrial Revolution, nationalism, competition for global markets, imperialism, and natural resources.

C. Economics, Innovation, and Technology

6.2.12.C.3.c Compare the characteristics of capitalism, communism, and socialism to determine why each system emerged in different world regions.

C. Economics, Innovation, and Technology

6.2.12.C.3.d Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about massive social, economic, and cultural changes.

C. Economics, Innovation, and Technology

6.2.12.C.3.e Assess the impact of imperialism on economic development

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in Africa and Asia.

D. History, Culture, and Perspective

6.2.12.D.3.b Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children.

RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

Assessment

1. Technology Infomercial (Formative)

2. Participation in assembly line activity (Formative)

3. Diary of a person your age working in a factory (Summative)

4. Research Paper- new technology and impact (Summative)

5. Unit Test (Summative)

6. Persuasive Writing- Essay on a related topic (Summative)

7. Class Discussion- Are unions beneficial? Do they serve a purpose today? (Summative)

8. Class Discussion- Is communism practical in present day society? (Summative)

Suggested Activities

1. Research paper

2. Technology infomercial

3. Assembly line activity (paper chain)

4. Create a map of Europe focusing on the major locations impacting the industrial revolution. This map should include country and city names, as well as types of industry located in those regions.

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5. Create a chart of the effects, both good and bad, of industrialization.

6. Create a diary of life of a child working in the factories during the Revolution.

7. Compare and contrast the economic systems of Capitalism vs. Socialism.

8. Examine several primary sources concerning the writer’s perspective on industrialization.

Unit X: World at War

Essential Questions

1. What were the root causes of World War I?

2. What were the realities of modern warfare?

3. How does war drive the demand for innovation?

4. How does the execution of the Czar signal an end to the old world and the birth of the modern

age?

5. How did postwar politics lead to renewed hostilities?

Enduring Understandings

1. The driving factors that led to World War I were: militarism, imperialism, and nationalism.

2. Unlike previous conflicts, traditional tactics and parade style uniforms led to a tremendous loss

of life for both the Central and Allied powers.

3. The introduction of trench warfare pushed both sides to allocate resources to research and

development of new technologies which ultimately impacted commercial industries.

4. Grim realities of mechanized war and advancements in artillery and small arms had far reaching

psychological issues for combat veterans.

5. The murder of the Czar and removal of the monarchy in Russia by communists signaled the

destruction of old world principles and “traditional government” in Europe.

6. The Allies’ harsh stipulations outlined in the Treaty of Versailles created the political, social, and

economic climate that gave rise to despotic regimes throughout Europe- ultimately leading to

renewed hostility in the Second World War.

7. The global conflicts of the twentieth century had far-reaching effects in world politics,

economics, religion, and culture.

Key Terms

1. Imperialism

2. Militarism

3. Nationalism

4. Industrialization

5. Alliance

6. Central Powers

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7. Allied Powers (Triple Entente)

8. Arms race

9. Kaiser

10. Czar

11. Propaganda

12. Tactics

13. Trench warfare

14. Total War

15. War of attrition

16. Eastern Front

17. Western Front

18. Alsace Lorraine

19. Treaty of Versailles

20. Reparations

21. Armistice

22. Fascism

23. Socialism

24. Dictator

25. Russian Revolution

26. Communism

Objectives:

Content Statement Strand CPI# Cumulative Progress Indicator

As European countries formed alliances and increased the size of their armed forces, they set the stage for global war. Although many thought the war would be over in a few weeks it lasted longer, resulting in casualties for both sides. As World War I escalated, governments took control of their economies, a decision which would ultimately lead to major socioeconomic revolutions-signaling the destruction of the

A. Civics, Government, and Human Rights

6.2.12.A.4.a Explain the rise of fascism and spread of communism in Europe and Asia.

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old world and the beginning of the modern era.

B. Geography, People, and the Environment

6.2.12.B.4.a Determine the geographic impact of World War I by comparing and contrasting the political boundaries of the world in 1914 and 1939.

A. Civics, Government, and Human Rights

6.2.12.A.4.d Assess government responses to incidents of ethnic cleansing and genocide.

B. Geography, People, and the Environment

6.2.12.B.4.d Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World War II.

C. Economics, Innovation, and Technology

6.2.12.C.4.a Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist movements and the effects on capitalist economic theory and practice.

D. History, Culture, and Perspective

6.2.12.D.4 Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances led to World War I.

D. History, Culture, and Perspective

6.2.12.D.4.b Analyze the Treaty of Versailles and the League of Nations from the perspectives of different nations.

D. History, Culture, and Perspective

6.2.12.D.4.c Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba),

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and determine the impact on global politics.

D. History, Culture, and Perspective

6.2.12.D.4.d Analyze the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries caused World War II.

D. History, Culture, and Perspective

6.2.12.D.4.e Compare how Allied countries responded to the expansionist actions of Germany and Italy.

D. History, Culture, and Perspective

6.2.12.D.4.g Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “total war”

D. History, Culture, and Perspective

6.2.12.D.4.h Assess the extent to which world war, depression, nationalist ideology, communism, and liberal democratic ideals contributed to the emergence of movements for national self-rule or sovereignty in Africa and Asia.

D. History, Culture, and Perspective

6.2.12.D.4.l Assess the cultural impact of World War I, the Great Depression, and World War II.

RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in the respective

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accounts.

RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.

Assessment

1. Media Project- Propaganda (Summative)

2. Letters from a Trench (Summative)

3. Reading Responses, All Quiet on the Western Front – (Formative)

4. Unit Test (Summative)

5. Document Based Question: Treaty of Versailles (Summative)

Suggested Activities

1. Trench warfare simulation

2. Reading selection, Mother Courage and her Children

3. Movie: Paths of Glory

4. Primary accounts: Tolkien, Hitler, Hemmingway

5. News article: “Discovery of perfectly preserved German trench”

6. Reading selections: All Quiet on the Western Front

7. Creating Propaganda - media project