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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 Grade Level: 9 Unit I : Geography 2-3 weeks Unit II: Eastern Religions 2-3 weeks Unit III: Emergence of Eastern Powers 4 weeks Unit IV: Renaissance 6 weeks Unit V: Enlightenment and Revolution 6 weeks Unit VI: Industrial Revolution and Politics of Europe 6 weeks Unit VII: World at War 4 weeks Date Created: 5/8/11 Board Approved: August 27, 2012

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  • 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

    Grade Level: 9

    Unit I : Geography

    2-3 weeks

    Unit II: Eastern Religions

    2-3 weeks

    Unit III: Emergence of Eastern Powers

    4 weeks

    Unit IV: Renaissance

    6 weeks

    Unit V: Enlightenment and Revolution

    6 weeks

    Unit VI: Industrial Revolution and

    Politics of Europe

    6 weeks

    Unit VII: World at War

    4 weeks

    Date Created: 5/8/11

    Board Approved: August 27, 2012

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

    B. Geography, People, and the Environment

    6.2.12.B.1.b Determine the role of natural resources, climate, and 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. Students and/ or instructor created Stratalogica presentations

    2. Clay molding activity- land forms

    3. Battleship activity: longitude and latitude

    4. 5 themes of geography-song

    Unit II: Eastern Religions

    Essential Questions:

    1. What are the major religions of the Eastern 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. 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

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

    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 worlds.

    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

    Unit III: 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, 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.

    A. Civics, Government, and Human Rights

    6.2.12.A.1.a

    Compare and contrast the motivations for and 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

  • Content Statement Strand CPI# Cumulative Progress Indicator

    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 Europes interactions with Islam and Asia provided the necessary tools for European exploration and conquest.

    Assessment

    1. Unit Test (Summative)

    2. Timeline activity (Formative & Summative)

    3. Writing a letter to Marco Polo (Formative)

    4. Participation in: Life in Genghis Khans Army (Formative)

    5. This Year in History Project (Summative)

    Suggested Activities

    1. Chinese invention research projects

    2. Letter Prompt

    3. Simulation: Life in Genghis Khans Army

    4. Chart the similarities and differences between empires

    5. Stratalogica presentations

    6. Comparison project: This year in history

  • Unit IV: 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?

    5. What started the slave trade in Africa and why did Portugal lead this movement?

    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.

    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.

    5. The need for cheap labor in the Americas and imperialism throughout Asia and Africa started

    the slave trade. Portugals role in the slave trade and how it became the leader in this

    movement will be explained.

    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-

    Economics, Innovation and Technology

    6.2.12.C.1.b

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

  • Content Statement Strand CPI# Cumulative Progress Indicator

    moving past Romans -Art, science -exploration *Rise of Portugal and Slave trade Africa - Ideas-man is the measure of all things

    History, Culture and Perspectives

    6.2.12.C.1.c 6.2.12.D.1.a 6.2.12.D.1.b 6.2.12.D.1.c 6.2.12.D.1.d 6.2.12.D.1.e

    and society.

    Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization. Assess the political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, and pathogens on Europeans and Native Americans. Compare slavery practices and other forms of coerced labor or social bondage common in East Africa, West Africa, Southwest Asia, Europe, and the Americas. Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans, and Americans. Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict. Assess the impact of economic, political, and social policies and

  • Content Statement Strand CPI# Cumulative Progress Indicator

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

    practices regarding African slaves, indigenous peoples, and Europeans in the Spanish and Portuguese colonies. 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.

    Assessment

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

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

    3. Unit Test (Summative)

    4. Peasants Wheel of Life- Simulation (Formative)

    5. Illuminated Manuscripts (Summative)

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

  • 7. Document Based Question (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. Peasants Wheel of Life- Simulation

    6. Banned Books Project

    7. Document Based Question Renaissance and Rebirth

    Unit V: The Rise of Monarchies/Enlightenment/French Revolution

    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. How did scientific discoveries change peoples attitude towards natural events and religious

    faith?

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

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

    7. How did the American Revolution reflect Enlightenment ideals?

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

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

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

    werent supported by religious teachings based on faith.

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

    and economies must be subject to natural laws.

    6. Ideas from the Enlightenment changed rulers actions and how they rules, while others didnt

    7. 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.

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

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

    bloodshed.

  • 10. 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. Commonwealth

    7. Roundheads

    8. Cavaliers

    9. Absolutism

    10. Sun King

    11. Czar

    12. Boyars

    13. Mannerism

    14. Baroque

    15. Natural rights

    16. Geocentric

    17. Heliocentric

    18. Rationalism

    19. Scientific revolution

    20. Separation of powers

    21. Deism

    22. Laissez-faire

    23. Social contract

    24. Salons

    25. Enlightened absolutism

    26. Silesia

    27. Rococo

    28. Declaration of Independence

    29. Federal system

    30. 3 esates

    31. Taille

    32. Bourgeoisie

    33. Tennis court oath

    34. Sans-culottes

    35. Jacobins

    36. Factions

    37. Reign of terror

    38. Electors

    39. Directly

    40. Coup detat

  • 41. Consulate

    42. Civil Code

    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 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

    B. Economics, Innovation and Technology

    A. Civics, Government, and Human Rights

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

  • Content standard Strand CPI # Cumulative Progress Indicator

    6.2.12.A.3.b 6.2.12.A.3.c 6.2.12.A.3.d RH.9-10.1.

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

    Assessment

    1. Unit Test (Summative)

    2. Fashion Marketing Project (Summative)

    3. Class Constitution (Formative & Summative)

  • 4. Newtons Laws- Experiment & Scientific Method (Formative)

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

    Suggested Activities

    1. Political Cartoon Analysis

    2. Creation of a Class Constitution

    3. Newtons Laws- Experiments & Scientific Method

    4. Project: A Revolution in Clothing- Fashion Marketing

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

    6. Music of the Enlightenment- What does it communicate about life and society?

    7. Move: Danton

    Unit V: 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

    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 nationalism. Nationalism also emerged in nations affected by imperialism, manifested in resistance and reaction. This surge in power

    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.

  • Content Statement Strand CPI # Cumulative Progress Indicator

    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 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.

  • Content Statement Strand CPI # Cumulative Progress Indicator

    RH.9-10.4 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 related topic (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. 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 writers perspective on industrialization.

    Unit VII: 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 tremendousloss

    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

    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 old world and the beginning of the modern era.

    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.

    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,

  • Content Statement Strand CPI# Cumulative Progress Indicator

    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), 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,

  • Content Statement Strand CPI# Cumulative Progress Indicator

    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 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