world history unpacking doc
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NORTH CAROLINA UNPACKING DOCUMENT FOR WORLD HISTORY
The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.
This document will provide:
● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students Will Understand: understandings that students should be able to arrive at as a result of the instruction● Students Will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective
The example topics and example formative assessments provided with each objective are:
● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum
The example topics and example formative assessments provided with each objective are:
● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items
The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms
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Inquiry Strand
The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, thinkcritically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiryprocess on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year orsemester.
Inquiry 9-12The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 9-12 grade band. Teachers shouldbe encouraged to use these indicators in every grade level.
Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of all high school courses students willhave been exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiryindicators in each grade.
Standard Indicator
Apply the inquirymodels to analyze andevaluate social studies
topics and issues inorder to communicateconclusions and take
informed actions
I.1.1 Compelling Questions● Identify issues and problems in social studies● Formulate questions based upon disciplinary concepts
I.1.2 Supporting Questions● Identify related issues and problems related to the compelling question● Formulate supporting questions
I.1.3 Gathering and Evaluating Sources● Locate credible primary and secondary sources● Identify a variety of primary and secondary sources in support of compelling and supporting questions● Summarize the central ideas and meaning of primary and secondary sources through the use of literacy strategies● Determine the origin, context, and bias of primary and secondary sources● Differentiate between facts and interpretation of sources● Evaluate competing historical narratives and debates among historians
I.1.4 Developing Claims and Using Evidence● Analyze data from charts, graphs, timelines, and maps● Analyze visual, literary, and musical sources● Examine change and continuity over time● Analyze causes, effects, and correlations● Determine the relevance of a source in relation to the compelling and supporting questions
I.1.5 Communicating Ideas
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● Construct written, oral, and multimedia arguments● Support arguments with evidence and reasoning while considering counterclaims● Use proper formatting in citing sources for arguments● Develop new understandings of complex historical and current issues through rigorous academic discussions● Participate in rigorous academic discussions emphasizing multiple viewpoints in which claims and evidence are
acknowledged, critiqued, and built upon in order to create new understandings of complex historical or current issues
I.1.6 Taking Informed Action● Generate ideas through which the inquiry facilitates change● Devise a plan to enact change based on the results of the inquiry● Organize and take individual or collaborative action in order to affect change and inform others
The time period and focus for this course is from 1200 C.E. to present day.
Unpacking the Behavioral Science ObjectivesStandard WH.B.1 Analyze how artistic, literary, philosophical, technological, and scientific ideas have developed and shaped society and institutionsOverarching Concepts: Artistic Ideas, Philosophical Ideas, Technological Ideas, Societal Development, Society
Objective Mastery of theObjective Students Will Understand Students Will Know Example Topics Examples of Formative
AssessmentWH.B.1.1Deconstructsocieties andinstitutionsaround the worldin terms of theways in whichthey wereshaped by art,literature,philosophicalthought, andreligion, now andin the past
Students must beable to demonstratethe ability toexamine howcultural elementsand behaviors, suchas art, literature,philosophicalthoughts, andreligion havecontributed to thedevelopment ofvarious societiesand institutionsthroughout worldhistory.
Teacher note: In
Art, music, and literaturecan bring people togetheraround shared culturalexpressions thatcontribute to thedevelopment of societiesand their institutions
Philosophical thoughtand ideas may influencesociety by challengingexisting thought and leadto societal change
Religion can be animportant factor insupporting societal orinstitutional expectations
Examples of art, music,and literature that expressthe beliefs and values ofvarious societies andinstitutions throughouthistory
Examples of variousphilosophies and ideasthat have helped shape thepractices and behaviors ofdifferent societies
Various religions andreligious beliefs haveinfluenced the ways asociety or institutionswithin a society run
Africa● Ife bronze statues● Dogon sculptures● Bambara mask● Gondar art● Hundred Flowers
campaign● Mamluk
architecture● Griots and oral
storytelling● Ibn Batutta● Bantu Philosophy
Asia● Calligraphy and ink
wash painting inAsia
Students analyzeteacher-selected artmovements thatinfluenced and changedsociety (e.g., conceptualart, modernism, feministart, Black artsmovements, etc.). Then,students attribute howthe art influenced ways inwhich society orinstitutions changed orevolved, using astudent-created chart.Examples of content toinclude in the chart canbe: 1) Tiananmen 1989by Ricardo Levins
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deconstructing asociety or institution,the students shouldwork to analyze theparts of a society orinstitution byexamining the partsthat come togetherto make up thesociety or institutionas a whole.
and behavior ● Noh masks● Mughal art● Timurid
Renaissance● Indian Renaissance
and Reformmovement
● Brutalist● Sikh and
Neo-TropicalArchitecture
● Kabuki● Sizhu Chamber
Music● Bollywood● Haiku● Neo-Vedanta● Neo-Confucianism
Europe● Gothic● Renaissance● Romanticism● Surrealism● Chaucer● Shakespeare● Jane Austin● Humanism● St. Thomas
Aquinas● Nicholo Machiavelli● Enlightenment● Reformation● Deism
North America● American Indian Art
Morales helpedencourage conversationaround issues of humanrights in China and thesocial action to improvehuman conditions; 2)Images of injured kids inthe Vietnam War helpedexpose the atrocities ofwar on children andcivilians and shapedmovements that demandan end to the war; or 3)Albert Bierstadt createdpaintings of westernAmerica in the 1850s and1860s, causing people totravel and settle west.This helped shape thedevelopment of the“Western frontier” of theUnited States.
Students create aTwitter-style feed asthough they arephilosophers. Within theTwitter-style feed, thestudent describes thephilosophy presentedand what the philosopherhopes to impact orchange with the idea(s).The philosopher shouldrespond to people'sreplies to the originaltweet. The replies can be
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● Folk Art● Abstract
Expressionism● Pop Art● Harlem Renaissance● Rock and Roll● Hip Hop● Jazz● Hollywood● Transcendentalism● Pragmatism● Great Awakenings
South America● Maya and Aztec
Codices● Mexicanidad Art● Muralism● Latin American
dance and music-Mambo
● Tango● Modernismo
Literature● Rise of the
Pentecostal andNeo-PentecostalChurch
Oceania● Maori wood carving● Samoan dance● Oral storytelling
from real people of thetime and should relate tohow the philosopher’sideas have shapedsociety (good or bad).The number of ways thephilosophic idea(s) haveshaped society and/orinstitutions as well assupporting historicaltextual evidence must beincluded in the rubric.
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Objective Mastery of theObjective Students Will Understand Students Will Know Example Topics Examples of Formative
AssessmentWH.B.1.2Explain theimpact ofscientific andtechnologicalinnovations onsocietal changearound theworld, both nowand in the past
Students must beable to demonstratean understanding ofhow science andtechnology havecaused changes insocieties in variousregions, throughouthistory.
Teacher Note: Makesure to studysocieties fromvarious periods inhistory, in multipleregions around theworld.
Innovations in science andtechnology can increaseawareness of societalissues and may contributeto the improvement ofhuman conditions
Innovations in science andtechnology can changehow people live, work,travel, communicate, andplay
Examples of inventionsand technologicalinnovations that haveimproved communication,transportation, medicine,agriculture, etc.
Examples of the waysvarious societies changeddue to technologicalinnovation
Examples of the waysvarious societies changeddue to innovations inscience
Agriculture● Chinampas● Crop rotation● Genetically
ModifiedOrganisms (GMOs)
● Pesticides● Fertilizers
Military● Cannons● Muskets● Rifles● Machine guns● Tanks● Nuclear weapons● Drones
Industrial● Bessemer process● Steam engine● Internal
combustion engine● Interchangeable
parts● Assembly line
Transportation● Caravel● Compass● Steamboat● Junk (Ship)● Locomotive● Automobile● Airplane
Students create anadvertisement for aspecific technological orscientific innovationhighlighting how theinnovation changedsociety in at least “x”different locationsaround the world orduring “x” different timeperiods in history.
Students write an entryfor the Encyclopedia ofScience and Technologyhighlighting the waysmajor advancementsimpacted society invarious regions of theworld. The number ofentries should bedetermined by theteacher, based on thetime period or events thestudents are studying.
Students develop aflowchart showing howchanges in modes ofcommunication duringvarious times in worldhistory (from the printingpress to social media)have impacted thespread of information
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● Space race
Medical● Smallpox vaccine● Medical mask● Penicillin● Eugenics● Cloning● Stem-cells● Human Genome
Project
Communication● Printing press● Telegraph● Telephone● Radio● Television● Computer● Satellite● Internet● Social media
Energy Sources● Water● Steam● Coal● Oil/gas● Wind● Solar● Nuclear
Science● Heliocentrism● Scientific method● Empiricism● Kaozheng
and ideas, using specificexamples. This activitycan be used multipletimes as modes ofcommunication evolve.
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Standard WH.B.2 Understand the concept of identity in historic and contemporary societies in terms of its development and impactsOverarching Concepts: Identity, Society, Societal Development
Objective Mastery of theObjective Students Will Understand Students Will Know Example Topics Examples of Formative
AssessmentWH.B.2.1Explain howshared valuesand beliefs of aculture impactnational, tribal,and groupidentity, now andin the past
Students must beable to demonstratetheir understandingof the effects,values, and beliefshave on nationaland tribal identities.
Shared values and beliefsalong with cultural andsocial influences oftencontribute to thedevelopment of bothdominant andnondominant groupswithin a society
Individual and groupadherence to historicaltraditions, celebrations,and ways of life oftenresult from the sharedvalues and beliefs thathelp them identify withand feel connected to aparticular nation, tribe, orethnic group
Conflict can occur whenindividuals and groupswithin a society do notshare an agreed-upon setof cultural values orbeliefs
Examples of both sharedcultural beliefs and sharedcultural values
Ways shared culturalvalues and beliefs impactnational, tribal, and groupidentities
Ways customs ortraditions influence thedevelopment of tribal orgroup identity within anation or region
Shared values andbeliefs● Religious
syncretism● Influence on
government andlaw
● Fundamentalism ororthodoxy
● Influence on socialnorms
● Liberalism● Conservatism● Capitalism● Communism● Socialism● Nationalism
Cultural identity markers● Food● Clothing● Language● Art● Literature● Entertainment
Social norms● Role of education● Family structures● Marriage norms● Individualism● Collectivism
Students create afishbone diagramshowing how the sharedvalues and beliefs of thecitizens of ancientAthens impacted theidentity of the city-state.This activity can bereplicated with multiplenations and groups.
Students select a nationor group based on thecontent they arestudying. Studentscomplete a tableshowing how the sharedbeliefs of their chosenNation/Group impactedthe national, tribal, orgroup identity of a nationor region. The studentsthen describe how theimpact on that identityinfluenced therelationship between thenation/group and thepeople of that country, atribe, or a group. Theteacher can provide aworksheet for studentsto record their thoughtsor ask students to create
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Gender● Patriarchy● Matriarchy● Foot binding● Sati● Feminism● Property ownership
their own table with thefollowing columnheadings: 1)Nation/Group; 2) SharedBeliefs of theNation/Group; 3) Impactof Shared Beliefs onIdentity; and 4) How theImpact of Shared Beliefson Identity Influenced theRelationship Between theNation/Group and Peopleof the Nation, Tribe, orGroup.
Objective Mastery of theObjective Students Will Understand Students Will Know Example Topics Examples of Formative
AssessmentWH.B.2.2Explain howcompetingreligious,secular, racial,ethnic, and tribalgroup identitieshave impactedsocieties, nowand in the past
Students must beable to demonstrateknowledge andunderstanding ofthe effects thatcompetingidentities have onsocieties, payingspecific attention tothe identities ofvarious religious,secular, racial,ethnic, and tribalgroups.
Differing values, beliefs,customs, and traditionscan lead to conflict withinand between societies
Competing ideologiesbetween church and statecan create conflictingexpectations of behaviorand can lead to tensionsbetween the power andauthority in a society
Examples of variousracial, ethnic, and tribalgroups and their sharedvalues and beliefs
Examples of how racial,ethnic, and tribal identitieshave clashed with thedominant group of asociety, region, or nation
How competingideologies on race,societal hierarchy, andclass impact societies
Examples of how theidentities of religious andsecular groups haveimpacted societies
Religion● Reformation● Islamophobia● Anti-semitism● The Inquisition● Mughal India● Tibet● Israel/Palestine● Sunni/Shia● Secularism
Race/ethnicity● Social Darwinism● Immigration
restrictions● Apartheid● Assimilation● Detribalization● Nationalist
movements
Students are assigned apost-1200 CE examplewhere there was aconflict that resultedfrom competing religiousidentities. The studentscomplete a flow chartidentifying the competingidentities, how thosecompeting identities ledto conflict, and theimpact the outcome ofthat conflict had onsociety.
Students use informationfrom a time period theyare studying to develop agraphic organizeroutlining how the
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● Nazism● German and Italian
unification● Boxer Rebellion● Sepoy Rebellion● African National
Congress
Pogrom and genocide● Strasbourg Pogrom● 1905 Kiev Pogrom● Armenian● Holocaust● 1950 East Pakistan
Pogrom● Bosnia● Cambodia (Khmer
Rouge) Rwanda
Social class systems● Feudalism● Hindu caste system● China’s civil service
system● Encomienda
system● French estates● Industrial classes
competing identities ofat least 2-3 groupsimpacted the societywithin which the groupslived or interacted insome way. Categoriesinclude: Religious Group,Secular Group, RacialGroup, Ethnic Group, andTribal Group. Categoriesshould be applicablebased on the era,historical event, andsociety/region of theworld.
Students complete aJigsaw activityexamining howcompeting identitiesimpacted the ethniccleansing that took placein areas controlled by theBosnian Serb Army,targeting Bosniaks andBosnian Croats. TheJigsaw grows consist ofthe following: 1) Identityof the Bosniaks and howthat identity led toconflict; 2) Identity of theBosnian Croats and howthat identity led toconflict; 3) Identity of theBosnian Muslims andhow that identity led toconflict; and 4) Serbia’s
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national identity and therole it played as a nationin the Bosnian Genocide.This activity can berepeated multiple timesthroughout the coursewhen studying orcomparing othergenocides of history.
Objective Mastery of theObjective Students Will Understand Students Will Know Example Topics Examples of Formative
AssessmentWH.B.2.3Explain theimpact of globalinteraction onthe developmentof national,tribal, and ethnicidentities, nowand in the past
Students must beable to demonstratetheir knowledge andunderstanding ofhow intercontinentaland regionalinteractions haveimpacted thenational, tribal, andethnic identities ofindividuals andgroups.
Global interaction maycontribute to thecontinued observance ofthe identity of a nation,tribe, or ethnic group
Cultural assimilation canbe the result of globalinteraction and can leadto the impact of not onlynative lands, but also theidentities of indigenouspeoples
Religious, political,economic, and militarycampaigns can driveglobal interactions thatresult in the exchange ofideas and beliefs thatmay eventually foster acomplete transformationof a group’s identity
Examples of globalinteraction
Examples of how globalinteraction has contributedto the development of anational or nation-stateidentity
Examples of how globalinteraction has impactedthe identity of varioustribal and ethnic identitiesthroughout history
Examples of how globalinteraction has impactedthe native identity of aplace and the rise of a newidentity in its place
Vehicles of culturaldiffusion● Crusades● Columbian
Exchange● Colonization● Imperialism● African Diaspora● Globalization
Effects of culturaldiffusion● Enculturation● Acculturation● Assimilation● Detribalization● Islamification● Christianization● Westernization● Americanization● Pan-Africanism● Cultural blending
Students read excerptsof primary sourceaccounts detailing theinteractions of culturesfrom Marco Polo and IbnBattuta to contemporaryreactions toglobalization, focusingon interactions withindigenous populations.Students then completea cause-and-effectgraphic organizer toshow the impact theinteraction had on theindiginous society.
Students create a bubblemap showing at least 10impacts of globalinteraction on thedevelopment of theAmericas between1500-1600. Studentsshould ensure each
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bubble has anaccompanying shortexplanation.
Students create aLinkedIn-style profilepretending they are“global interaction.” Theprofile should explainhow, as “globalinteraction,” they haveimpacted the identity of aparticular group ornation. The profileshould include thefollowing sections: 1)Background- Describeyourself pretending youare “global interaction”explaining what national,tribal, or ethnic group youare connecting yourselfto as “global interaction,”and what brought you tothe area or region of theworld in which youinteracted; 2) About- Talkabout the people andgroups with whom youhave interacted (e.g.,their beliefs, culture, wayof life, government, etc.);3) Impact- Share at leastone impact you had onthe lives of the peoplewith whom youinteracted; and 4)
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Recommendations-Provide at least onerecommendation thatsomeone might makeabout you.
Unpacking the Civics and Government ObjectivesStandard WH.C&G.1 Analyze the relationship between various societies and government in terms of freedom, equality, and powerOverarching Concepts: Relationship, Society, Government, Freedom, Equality, Power
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.C&G.1.1Compare waysin whichindividuals,groups, andgovernmentshave gained andmaintainedpower
Students must beable to describe anddiscuss thesimilarities anddifferences of howpower has been bothacquired andmaintained invarious placesaround the worldthroughout history.
The methods individualsand groups use to gain ormaintain power may bedependent on the type ofgovernment
Governmental powermay be obtained throughthe consent of thegoverned or by force
Similarities anddifferences in the wayspeople have acquired andmaintained power
Similarities anddifferences in the waysvarious governments haveacquired and maintainedpower
Examples of individuals,groups, and governmentsthat acquired power in acivilization, society,empire, or nation
Individuals● Genghis Khan● King John and the
Magna Carta● Moctezuma I● Sunni Ali● Timur Lenk● Queen Elizabeth I● Catherine the Great● Napoleon Bonaparte● Otto von Bismarck● Simon Bolivar● Mao Zedong● Pol Pot● Idi Amin● Winston Churchill● Juan Perón● Indira Gandhi● Golda Meir
Groups● Catholic Church● Feudal Lords● French Estates● Al Qaeda
Students create a comicstrip or TikTok-style60-second video starringtwo individuals/leaderssharing advice on how togain and maintain power.Within the comic/video,the individuals/leadersshould debate the bestway to gain or maintainpower by using personalexamples from theirhistory. A rubric shouldbe included requiringstudents to explain thesimilarities anddifferences theindividuals/leaders had ingaining and maintainingpower. Theindividuals/leaders canbe from the same ordifferent time periods orregions.
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● Bolshevik Party
Governments● Holy Roman Empire● British Empire● Tokugawa
Shogunate● Colonial Brazil● Fascist Italy● Communist North
Korea
Vehicles for GainingPower● Hereditary/Dynastic
Treaties● Coup D'etat● Schism● Revolution● Civil War
Imperialism● Election● Economic Crisis● Foreign Intervention
Vehicles for MaintainingPower● Divine Right● Hereditary● Schism● Corruption● Election● Political Marriage● Military Force
Students complete agraphic organizercomparing feudalsystems in Europe andJapan. The teachershould ensure studentscompare how thegovernment's power wasgained and maintained.
Students create a “BoxingMatch” between twoindividuals or groups tocompare the tactics usedto create large empiresand maintain powerwithin the empires (e.g.,Moctezuma I, Napoleon,Mongols, Britain, Russia,etc.). The studentscompare the tactics usedby each ruler in theopening speech for theboxing match (e.g, “In thiscorner… and in thiscorner…”). Then, studentswrite about the rounds ofthe boxing match todetermine a winner byincluding ways theindividuals or groupsgained power, createdempires, and maintainedthose empires. Thewinner of the matchshould be the individualor groups the students
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felt had the best methodof gaining andmaintaining power.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.C&G.1.2Distinguish waysin whichreligious andsecular leadersand politicalsystems haveused power tosustain, expand,or restrictfreedom andequality
Students must beable to makedistinctions betweenreligious and secularauthority.
Students must beable to differentiatewhat does and whatdoes not constitutea political system.
Students must beable to makedistinctions betweenthe ways in whichreligious and secularpower have beenused to maintain,increase, or limitboth freedom andequality throughouthistory, in variousplaces across theglobe.
Political systems that donot have the legitimateconsent of power andauthority from the peopleoften rule through fear,intimidation, and therestriction of freedom
Both freedom andequality may bemaintained, restricted, orexpanded by thedecisions and actions ofthe people who are incharge of the politicalsystems of a society
The functions of thepolitical systems of asociety are carried out byleadership
Examples of differenttypes of political systems
Examples of how differentreligious and secularleaders have used powerto restrict freedom andequality
Examples of how differentreligious and secularleaders have used powerto sustain or expandfreedom and equality
Religious leaders● Pope Paul III● John Calvin● Bartolomé de Las
Casas● Pope John XXXIII● Ayatollah Khomeini● 14th Dalai Lama
Secular leaders● King John● Suleyman the
Lawgiver● Oda Nobunaga● Ivan the Terrible● Akbar● Abbas the Great● Emperor Qianlong● Juan Peron● Hồ Chí Minh● Indira Gandhi● Nelson Mandela● Sahle-Work Zewde
Political systems● Absolutism● Authoritarianism● Totalitarianism● Democracy● Theocracy● Secularism
The teacher providesstudents with a dossier ofreligious and secularleaders. Students chooseone religious and onesecular leader. Theteacher has students readthe dossiers and circlethe information in thedossier to show what isrelevant to each type ofleader and to highlightinformation that showshow they used theirpower to sustain, expand,or restrict freedom andequality.
Students analyze a set ofLeadership Trading Cardscreated by the teacher.Each card should have animage of a secular orreligious leader thestudents have studied.The card should alsoinclude the leader’s name.The backside of thetrading card shouldinclude a brief bio and astatement of leadership
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Sustain freedom andequality● Laws● Free elections● Free press● Free speech
Expand freedom andequality● Laws● Constitutions● Religions● Edicts● Treaties● Multilateral
agreements
Restrict freedom andequality● Corruption● Pogrom● Genocide● Separate racial or
ethnic groups● Caste systems● Inquisition● Heresy● Aparthied
from the leader. Thestatement of leadershipshould show how theleader thinks it is best touse power to sustain,expand, or restrictfreedom and equality.The teacher assigns eachstudent one of thefollowing tasks todistinguish the religiousand secular leaders whohave used power tosustain, expand, orrestrict freedom andequality. The teacher maychoose to ask somestudents to pick leaderswho have restrictedfreedom and equality,some students to pickleaders who haveexpanded freedom andequality, and somestudents to pick leaderswho focus on sustainingfreedom and equality.Students pair up with apartner who had adifferent assignment anddiscuss how theirdifferent leaders usedpower to sustain, expand,or restrict freedom andequality.
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Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.C&G.1.3Comparevariousrevolutions,rebellions, andmovements interms of motive,consequence,and lastingimpact on thefreedom andequality ofindividuals andgroups insociety
Students must beable to discuss thesimilarities anddifferences of themotives for,consequences of,and lasting impactsof political,economic, cultural,and socialrevolutions, payingspecific attention tofreedom andequality of peopleand groups.
Students must beable to discuss thesimilarities anddifferences ofrebellions in termsof the struggle forfreedom andequality, payingspecific attention tomultiple groups ofpeople in variousparts of the world,throughout history.
Students must beable to discuss thesimilarities anddifferences ofsocial movements
Political revolutions,rebellions, andmovements can becaused by dissatisfactionof the people withgovernment as well asthe presence of new orcompeting ideas aboutfreedom and equality
Competing ideas aboutfreedom and equalitymay spark conflict thatcan lead to a change inthe political system orthe creation of a newpolitical system
Although social andpolitical movements forfreedom and equalitymay be similar, theconsequences andlasting impact of thosemovements may differ
Various revolutions indifferent parts of theworld (causes andeffects)
Various rebellions indifferent parts of theworld (causes andeffects)
Various socialmovements in differentparts of the world (causesand effects)
The lasting impact variousrevolutions, rebellions,and social movementshave had on freedom andequality
The similarities anddifferences of variousrevolutions, rebellions,and movementsthroughout history
Revolutions● Glorious● French● Haitian● Meiji Restoration● Russian● Chinese● August● Rwandan● Iranian● Arab Spring
Rebellions● Jingnan● Revolt of the
Brotherhoods● Khmelnytsky
Uprising● Stono● Ottoman Coups of
1807-1808● Taiping● Eureka● Sepoy● Boxer● Maji Maji uprising● Warsaw Ghetto
uprising● Mau Mau● Tibetan uprising
Movements● Abolitionist● Communist● Decolonization
The teacher assignsstudents to work in pairs.Each set of pairs is givenone nation/empiredepending on the timeperiod being studied.Each pair of students isgiven several revolutionsand rebellions thatoccurred in thatnation/empire since 1200CE. Students create athree-column chart. Thetitles of the columnsshould be “Motive,”“Consequence,” and“Lasting Impact.” Eachpair of studentscompletes the chartbased on the revolutionsand rebellions for thenation/empire they wereassigned. Once finished,each pair of studentsteam up with another pairof students to comparetheir answers. As acombined group of 4, thetwo sets of student pairsthen come up withcommonalities they seewithin their two charts.
Students work in pairsto compare the
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in terms of thestruggle forfreedom andequality, payingspecific attention tomultiple groups ofpeople in variousparts of the world,throughout history.
● Feminist● Human rights● Indigenous people
similarities anddifferences between tworevolutions, tworebellions, or two politicalor social movements.The students use theirknowledge to craft threeVenn Diagrams. Diagram#1 should compare themotives of therevolutions, rebellions, ormovements. Diagram #2should compare theconsequences of therevolutions, rebellions, ormovements. Diagram #3should compare anylasting impacts therevolutions, rebellions, ormovements had onfreedom and equality. Itis also acceptable if thestudents want tocompare a revolution to arebellion instead ofrevolution to revolution orrebellion to rebellion.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.C&G.1.4Compare waysracial, ethnic,and religiousgroups aroundthe world havedemonstrated
Students must beable to discuss thesimilarities anddifferences in howvarious groups havebeen able to resistand endure
The strategies used toresist injustices,inequities, and therestriction of freedomsmay vary depending on anation’s system ofgovernment
Examples of resistanceand resilience to injusticein various parts of theworld, throughout history
Examples of variousracial, religious and ethnic
Religious groups● Protestant
Reformation● French Huguenots● Puritans● Mughal India● Religious groups in
Students create acomparison chartbetween two differentracial, ethnic, or religiousgroups that worked toaddress inequalities,injustice, and restriction
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resistance andresilience toinequities,injustice, andrestriction offreedoms, nowand in the past
inequities, injustice,and the restrictionof freedoms, payingspecific attention toracial, ethnic, andreligious groups,throughout worldhistory.
Teacher Note: Makesure to study andaddress examplesnot only across timebut in various regionsand places acrossthe globe.
Global communicationand interaction mayallow individuals andgroups to witnessdifferent ways toeffectively address orprotest unfair treatmentthat may exist in asociety
The decisions on how toresist inequities,injustice, and therestriction of freedommay vary depending onthe historical backgroundof the groups involved,the pattern of unjusttreatment and the levelof success experiencedfrom any past attemptsat resistance
The ability to recognizeand resist discriminatorybehaviors and practicescan equip individuals toovercome the negativeimpact of the inequitiesand injustices that mayexist in a society
groups that sufferedinequities and injustice
Similarities anddifferences in the waysracial ethnic and religiousgroups demonstratedresistance and resilienceto inequities, injustice, andrestriction of freedoms
communist nations● Buddhists during
the MeijiRestoration
● Baháʼís in Iran● Zoroastrians in the
Middle East● Tribal belief
systems inresponse toEuropeancolonialism andimperialism
Racial/ethnic groups● Mamluks● French Maquis● Umkhonto we
Sizwe in SouthAfrica
● Viet Minh● Mau Mau● Prague Spring● Irish Republican
Army● Palestine Liberation
Organization● Kurds● Taliban● Tamil Tigers● Sandinistas● The Basques
Resistance● Develop militia● Terrorist actions● Negotiate
of freedoms. In the firstand last columns of thechart, the student writesabout what each groupdid that was different inparticular categories.The categories should be:1) Location; 2) The peoplewho created or enforcedthe restrictions; and 3)Restrictions encountered,method of resistance, etc.In the center column,students write how thedifferences in theparticular categories hadsimilarities.
Students create a Janusfigure for two differentracial/ethnic groups.One-half of the Janusfigure should address themethods used by the firstgroup to resist and showresilience to theinequalities, injustice, andrestriction of freedoms.The other half of theJanus figure shouldaddress the methodsused by the secondgroup. At the bottom ofthe Janus figure, studentsprovide a comparison.Each side of the Janusfigure can be designed to
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● Boycott● Request foreign
intervention● Civil disobedience● Passive resistance● Peaceful protest● Draw international
attention● Propaganda● Subterfuge
Resilience● Migration● Negotiation● Acculturation● Responses to
natural disasters● Holocaust survivors
represent the group beingrepresented.
Standard WH.C&G.2 Evaluate international diplomacy and the policies of a nation in terms of influence on global conflict and resolutionsOverarching Concepts: Diplomacy, Policy, Nation, Conflict, Resolution
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.C&G.2.1Explain howpolicies andtreaties have ledto internationalconflict, nowand in the past
Students must beable to demonstrateknowledge andunderstanding ofhow and whyinternational treatiesand political,economic, andsocial policies havebeen causes ofvarious internationalconflicts in worldhistory.
Changes in policies andtreaties can lead tointernational conflict
The policies andconditions that nationsagree upon at the end ofone international conflictmay become catalystsfor future internationalconflicts
Violation of internationallaws and agreements
How policies and treatieshave led to internationalconflict
Examples treaties andpolicies that have led tointernational conflict
The impact of variousforeign policies andtreaties
Policies/Laws● Mercantilism● Imperialism● Capitalism● Fascism● Nationalism● Militarism● Alliance systems● Nuremberg Laws● Spanish
ReconcentrationPolicy
● Appeasement● Isolationism
Students complete atwo-columncause-and-effect chart inwhich they define/describe key policies ortreaties that led toconflict in the left columnand how those policiesled to internationalconflict in the rightcolumn. Students shouldinclude specific examplesin the right column.
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can contribute topolitical, economic, andsocial conflict which mayeventually requireinternational interference
● Containment● Nation-building● Brinkmanship● Peaceful
coexistence● Self-determination
Treaties● Treaty of
Tordesillas● Treaty of Paris
1763● Congress of Vienna● Treaty of Nanjing● Triple Alliance● Treaty of 1882● Treaty of Versailles
1919● German-Soviet
NonaggressionPact
● North AtlanticTreaty
● Marshall Plan● Truman Doctrine● Molotov Plan
In small groups of five,students put key policiesor treaties on trial forcausing internationalconflict. For each groupthere should be aprosecutor, a defenselawyer, and 2-3 witnesses.After both sides havepresented their cases,each student decides theverdict and explains howthe policy or treaty has orhas not led tointernational conflict.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.C&G.2.2Critique theeffectiveness ofcooperativeefforts amongnations, groups,and internationalorganizations in
Students must beable to demonstratethe ability to makejudgments abouthow effectivelyconflicts have beenresolved through thecooperation among
The lack of cooperationbetween nations andinternational groups canfuel regional or globalinstability and posechallenges that mayincrease global tensionand crisis
Examples of groups thathave been a part ofseeking resolutions tointernational conflict
Examples of successfuland unsuccessfulcooperative efforts at
International efforts ledby nations● Concert of Europe● Inter-Parliamentary
Union● Big Four● League of Nations● United Nations
Students read scenariosor real descriptions aboutvarious peacekeepingorganizations and theirhistorical or currentefforts to resolve conflict.Students create a Likertscale showing their
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resolvingconflicts andmaintaininginternationalstability, nowand in the past
nations, groups, andinternationalorganizations.
Students must beable to demonstratethe ability to makejudgments abouthow effectivelyinternational stabilityhas been able to bemaintained whennations, groups, andinternationalorganizations havecooperated toachieve agreed upongoals.
Nations may engage inbilateral and multilateralrelationships as ameasure to help achievemaximum effectivenessof strategies used toresolve conflict andmaintain global stability
The cooperative effortsof internationalpeacekeepingorganizations may bemore successful inresolving conflict andmaintaining internationalstability than the effortsof a single nation
resolving internationalconflict
Examples of successfuland unsuccessfulcooperative efforts atmaintaining internationalstability
Criteria by which tomeasure the success ofinternational cooperativeefforts
● European Union● African Union● Warsaw Pact● North Atlantic
Treaty Organization(NATO)
Internationalorganizations and groups● World Trade
Organizations● International
criminal court● Interpol● World Bank● International
Monetary Fund● Amnesty
International● G7/G8● Organization of the
PetroleumExporting Countries(OPEC)
● Greenpeace● Doctors without
Border
critique of theeffectiveness of thecooperative efforts of thenations and groupsinvolved to resolveconflict and maintaininternational stability.
In small groups, studentsare assigned aninternationalorganization. Each groupreads through a list ofspecific actions taken bytheir group’s internationalorganization and use (+)to indicate an action thathelped resolveinternational conflict ormaintain stability and a(-) for an action that hasnot done those things.Each group writes aparagraph critiquing theeffectiveness of thecooperative efforts oftheir assignedorganization in resolvingconflicts and maintaininginternational stability,based on the pluses andminuses.
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Unpacking the Economics ObjectivesStandard WH.E.1 Understand the economic relationships between groups and nations in terms of power and interdependenceOverarching Concepts: Economic Relationships, Group, Nation, Power, Interdependence
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.E.1.1 Explainhow a desire forresources hasimpacted theglobal interactionsand economicinterdependence ofempires, societies,and/or nations,now and in the past
Students must beable to understandand discuss theeffects that thedesire forresources have hadon globalinteractions andeconomicinterdependence asthey study variousregions, empires,societies, andnations throughoutthe course of worldhistory.
The desire for newmarkets and resourcesmay require dependencyon global interaction andeconomic networksoutside a nation’sborders, which may ormay not promoteeconomic growth
The desire for marketsto sell goods andservices may require anation to becomeeconomically dependenton the resources ofmultiple nations
Competition for controlover limited resourcescan promote thedependency of largernations on smallernations and may lead tolocal and internationalconflict
Reasons why differentempires, societies, andnations neededresources found in otherplaces
Examples of howexploration impacted theglobal economy and ledto global interaction
How and why powerfulnations have benefitedfrom the acquisition ofcolonial and imperialpossessions
Examples of variousgroups that compete forresourcespost-nineteenth century
Desire for resources● Exploration● Colonization● Mercantilism● Imperialism● Industrialization● Expansion● Transnational
corporations
Impact on globalinteractions and economicinterdependence● Columbian Exchange● Triangle Trade● Partitioning of Africa● Opium Wars● Banana Republics● Formation of
economic alliancesand trading blocs○ Organization of
PetroleumExportingCountries
○ European Union○ United
States-Mexico-CanadaAgreement
● Trade wars● Economic sanctions
Students create aflowchart to illustratehow the desire forresources impactedglobal interactionsbetween two empires,societies, or nations.Students list three to fiveevents or incidents andprovide an explanation ofhow each event/incidentimpacted globalinteractions andeconomicinterdependence.
Students create a “GrandOpening Announcement”for an economic allianceor trading bloc. Withinthe “Grand OpeningAnnouncement,” thestudents include who issponsoring the grandopening (the nationsinvolved), the historyleading to the grandopening (why this isbeing formed), and howit will impact theeconomicinterdependence of the
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● Embargos● Quotas● Tariffs● Outsourcing
community (nationsparticipating).
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.E.1.2 Explainthe influence ofeconomicinterdependenceon thedevelopment,interactions, andtransformation ofempires, societies,nations, andregions, now and inthe past
Students must beable to discusshow and whyeconomicinterdependenceis a cause for thedevelopment,interactionbetween, andtransformation ofregions, empires,societies, andnationsthroughout thecourse of worldhistory.
The influence ofeconomicinterdependencedepends on the natureand content ofinternationalrelationships and thebalance of globaleconomic power
The interdependence ofthe economies ofdifferent nations canexpand internationaltrade as well as theexchange of ideas andculture, which can resultin the long-termtransformation of asociety
How the desire for newtrade markets byindustrialized countrieshas impacted thedistribution of globalpower and economicdependency
Examples of howeconomicinterdependence impactsempires, societies,nations, and regions
Examples of economicinterdependence
Examples of economicinterdependence andinteractions● China’s and Aztec’s
tributary systems● Britain's need for
resources due toindustrialization
● Japan’s entry into theindustrial marketafter World War II
● Latin America’sImport SubstitutionIndustrialization (ISI)strategy after WorldWar II
● Outsourcing of techsupport to India
● Development of theEuro as a commoncurrency
● Development of theAfrican ContinentalFree Trade Area(ACFTA)
● United States andChina - Trade &Investment
● China and Brazil -Iron ore to
In pair-sharepartnerships, studentsare provided a beforeand after visual relatingto a specific empire,nation, or geographicregion. The studentscreate a 2-3 minuteinfomercial explaininghow economicinterdependenceinfluenced thetransformation of thenation seen in the “after”image of the visual. Theinfomercial can bewritten, done in a slidedeck, or in video.
Students examine acountry that has beenhighly involved in globaltrade (e.g., Singapore,Malaysia, India, Brazil,etc.). Students explainat least 2-3 ways inwhich the developmentof the country has beenimpacted by theeconomic
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manufacture steel,agricultural products,and manufacturedgoods
● China and Russia -Raw materials andcommodities
Examples oftransformations● Chile’s tech boom● India’s response to
United States’outsourcing of techsupport
● Industrial Revolution● Spain’s silver exports
from the New World● Commercial
Revolution
interdependence, using atree map.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.E.1.3 Comparehow empires,nations, andgroups have usedeconomicdecisions andpolicies to gain ormaintain power,now and in the past
Students must beable to discuss thesimilarities anddifferences of howeconomicdecisions andpolicies have beenused to gain and/orkeep power invarious empires,societies, politicalgroups, andnations in multipleplaces around the
Empires, nations, orgroups may experiencedecline when the abilityto maintain powerdecreases due toeconomic decisions andpolicies
Empires rise and growas they expand powerand influence and maydecline if economicpolicies do not supportthe ability to control the
Examples of economicdecisions and policiesthat fostered theincrease of power forempires, nations, andgroups
Examples of economicdecisions and policiesthat have allowedempires, nations, andgroups be able tomaintain power
Economic decisions/policies● Mercantilism● Imperialism● Economic
Isolationism● Capitalism● Communism● Socialism● Free Trade
Agreements● Protectionism
○ Embargos○ Sanctions
The teacher providesstudents with a briefsummary of economicpolicy decisions of theMughal emperors andthe British Raj. Studentsannotate the summaryby underlining theeconomic policies andpolicy decisions they findin the summary. Then,the teacher asksstudents to place a “G”or “M” next to the policy
25
world, throughouthistory.
maintenance ofterritorial expansion
○ Tariffs○ Quotas
Empires, nations, andgroups● Tribute policies of
the Barbary Pirates● Mongolian Empire’s
use of taxes policies● Belgium in the Congo● Singapore's
economic taxpolicies over time
● North Korea’s StatePlanningCommission
● Brazil’s policies ofthe Plano Real in the1990s
or decision depending onif the policy or decisionwould help with gainingpower or maintainingpower. Finally, studentscompare the annotationsand write a newspaperreport comparing howthe economic policydecisions helped Indiagain and maintain powerunder both the Mughalemperors and under theBritish Raj.
Students create adebate/rap battlebetween two nationsdiscussing the best waysto use economicdecisions and policies togain and maintain power.Students should use realexamples from eachnation to demonstratehow each nation usedeconomic decisions andpolicies to gain andmaintain power. Like atrue debate/rap battle,each time one nationspeaks/raps its voice, itshould point out how theeconomic decisions andstrategies of theopposing nation in thedebate/rap battle
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compare.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.E.1.4 Explainhow economicpolicies havechallengedinternationalinterdependenceand national andtribal sovereignty invarious regionsaround the world
Students must beable to discusshow economicpolicies have beenthe cause ofvarious challengesto internationalinterdependenceand national andtribal sovereignty.
Teacher Note:Make sure toinclude multipleregions around theworld, throughoutmultiple eras ofworld history.
Internationalinterdependence can beaffected by theeconomic policies of anation
Global interdependencemay positively ornegatively impact thesovereignty of tribalgovernments
Examples of howeconomic policies canimpact tribal sovereignty
Examples of howeconomic policies havechallenged nationalsovereignty
Examples of variouseconomic policies ofdifferent nationsthroughout variousperiods of history
The definition of tribalsovereignty
Policies of variouseconomic systems● Mercantilism● Imperialism● Economic
Isolationism● Capitalism● Communism● Socialism● Free Trade
Agreements● Protectionism
○ Embargos○ Sanctions○ Tariffs○ Quotas
Example challenges● Napoleon’s
Continental system● UN sanctions against
Iran in the 1990s● India’s boycott of
British goods● Anti-apartheid
boycott of SouthAfrica
● German reparationsafter World War I
● Meiji Restoration● Peter the Great’s
reforms● Qing China’s
Students create a comicstrip explaining how aparticular internationaleconomic policychallenged internationalinterdependence,national sovereignty, ortribal sovereignty.
Students are given aselection ofteacher-providedresources whichdescribe variouseconomic policies usedby specific nations.Students select theeconomic policies of onenation. After reading theresource, the studentswrite a summary of theeconomic policies andexplain how the nation’seconomic policychallenged internationalinterdependence,national sovereignty, ortribal sovereignty.
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response to westernimperialism
Unpacking the Geography ObjectivesStandard WH.G.1 Understand how movement has influenced societies now and in the pastOverarching Concepts: Movement, Society
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.G.1.1Explain thereasons for andeffects ofimmigration,forcedmigration,slavery, andsettlement onempires,societies, andindigenouspopulationsaround theworld, now andin the past
Students must beable to demonstrateknowledge andunderstanding of thecauses ofimmigration, forcedmigration, slavery,and settlement onvarious empires,societies, andindigenouspopulationsthroughout worldhistory.
Students must beable to demonstrateknowledge andunderstanding of theeffects ofimmigration, forcedmigration, slavery,and settlement onvarious empires,societies, andindigenouspopulationsthroughout world
The immigration ofgroups to places ofpermanent settlementcan change the physicalenvironment of a place
The immigration ofgroups to places ofpermanent settlementmay influence culturalchanges as a result ofdiffusion
The immigration ofgroups to places ofpermanent settlementcan bring about a declinein the native population
Various push-pull factorscan have a tremendousimpact on the reasonspeople voluntarilymigrate or immigrate toa place
How and why theconflict betweencivilizationscontributed to slaveryand territorialexpansion
Why immigration,forced migration, andslavery contributed tothe rise or decline ofempires
Examples of howslavery, immigration,and forced migration,have impactedindigenous populations
The effects settlementof various groups havehad on various placesacross the globe
How and why thephysical geography ofa region contributes tothe flow of migration
Causes● Opportunity● Industrialization● Jobs● Cheap labor● Disease● Famine● War● Persecution● Oppression● Territorial
encroachment● Environmental
changes
Effects● Quality of life● Cultural diffusion● Assimilation● Acculturation● Environmental
changes● Innovation● Genocide● Spread of disease● Cultural diversity
within societies
Students complete a“Somebody Wanted, But,So” chart for severaldifferent groups that wereforced to migrate or wereenslaved. Studentsprovide reasons for, andthe effects of, the selectedimmigration (e.g.,Somebody- Irish; Wanted-food; But- their main foodsource, the potato, wasimpacted by the potatoblight; So- rather thanstarve to death, over amillion Irish migrated toother parts of the world,particularly the UnitedStates).
Students create “Changeof Address” cards forseveral differentimmigrant groups. Withinthe change of address,students provideinformation about wherethe groups are going to,
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history. and settlement Immigration/forcedmigration/slavery● 1600s Chinese to
Taiwan● Potato famine in
Ireland● Late 1800s
immigration to theUnited States
● Post World War IIAfrica and Asianimmigration toWestern Europe
● Jews to Israel● 1949/1950 Chinese to
Taiwan● 1975 Vietnamese to
other parts of theworld
● The Reformation● Spanish Inquisition● Chechen people to
Central Asia● Jewish Diaspora● African Diaspora● Expulsion of Germans
after World War II● India to Pakistan● Afghan refugees● Sudanese refugees● Human trafficking● Slavery practices
throughout worldhistory
Settlement● Colonization
moving from, and thereasons for the change ofaddress. Students thenwrite two follow-up textsor emails. The first emailshould be sent to a familymember or friend stillliving at the old address.In this text/email, thestudent providesinformation on how thearrival of immigrants hasimpacted the place towhich they moved. Theother text/email should befrom the family memberor friend still living at theold address. It shoulddiscuss how the loss ofimmigrants has impactedthe place moved from.
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● Urbanization● Manorial system● Enclosure movement● Ghettos
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.G.1.2Distinguish therelationshipbetweenmovement,technology, andinnovation interms of culturaldiffusion onsocieties aroundthe world, nowand in the past
Students must beable to understandcultural diffusionand be able toexamine itsrelationship withmovement,technology, andinnovation in varioussocieties throughouthistory.
Cultural diffusion canoccur as a result oftrade, warfare,innovation, or migration
When people travel ormigrate to a differentplace, they bring theircustoms, traditions,technologies, andinnovations
The movement ofpeople, goods, and ideascan lead to interactionsthat cause cultures toadopt and use new ideasor adapt those ideas tosuit the needs of thesociety
The impact innovationand technology had onmovement andinteractions betweendifferent cultures
Examples of innovationand technologicaladvancements thatmake increasedmovement and globalinteraction possible
How innovative ideasand technologicaladvances resulted fromglobal interactionsbetween differentcultures
Movement of people● Immigration● Forced migration● Settlement● Exploration● Colonization● Urbanization● Vacation travel
Movement of goods andideas● Trade● Columbian exchange● Globalization● Democracy● Liberalism● Conservatism● Equality● Property rights● Capitalism● Communism● Women’s rights● Human rights
Technology and innovation● Compass● Caravel● Junk (Ship)● Locomotive● Automobile
Students choose from ashort list of elements ofculture that have alreadybeen diffused. Thefollowing are possibleelements of culturestudents can choosefrom: How does culturaldiffusion show up in thelanguage and religion ofMexico from Spain? Howdoes cultural diffusionshow up in the culture ofCitrus In Florida? Howdoes cultural diffusionshow up in the music ofK-Pop? How does culturaldiffusion show up in fastfood restaurants likeMcDonalds in a vegetariannation like India? Thestudents trace thatelement of culturebackwards by explaininghow movement,innovation, andtechnology played a role inthat culture arriving in thenew place (e.g., Primarylanguage and religion of
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● Airplane● Container vessel● Gutenberg Printing
Press● Telegraph● Telephone● Internet● Satellite● Computers● Social media
Mexico from Spain-students would need toinvestigate the rolemovement played inbringing Spanish languageand Catholicism toMexico. Students wouldalso need to investigatethe role technology andinnovation played inbringing Spanish andCatholicism to Mexico).
Students are given a chartlisting various types oftechnological innovations.Students choose the threeinnovations they think hadthe greatest impact oncultural diffusion.Students then defend theirresponse with evidence ofcultural diffusion.
Standard WH.G.2 Analyze the intentional and unintentional consequences of human-environment interactionOverarching Concepts: Intention, Consequence, Human-Environment Interaction
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.G.2.1Deconstruct therelationshipbetweengeopolitics anddemographicshifts in termsof intentionaland
Students must beable to demonstratean understanding ofhow geopolitics canbe a factor indemographic shifts.
Students must beable to demonstrate
Migration can contributeto political, economic, orsocial conflict whichimpacts a nation’sgeopolitical power
Demographic shifts canhave intentional andunintentional
Examples of physicalor human geographicinfluences on politicaland internationalrelation
The differencebetween politicalgeography and
Geopolitics● Military strength● Economic prosperity● Nationalism● Technological
innovation● Population● Population density
Students examinequarantine data on theblack death pandemic ofthe 1600s, preventivemeasures, and aftermath.Students write a publichealth report using theimportant pieces of dataas evidence about the
31
unintentionalconsequences,now and in thepast
they can determineboth intended andunintendedconsequences thatcome from therelationshipbetween geopoliticsand demographicshifts, payingspecific attention tovarious societies,regions, and nationsaround the world,throughout history.
consequences on thegeopolitics of a nation
Demographic andgeopolitical shifts canhave political, economic,social, andenvironmental impacts
geopolitics
Examples of howgeographicalcircumstancesinfluence politicalbehaviors
Shifts in demographiccharacteristics● Emigration● Immigration● Birth rate● Death rate● Population distribution
based on age, gender,etc.
● Population density● Population diversity
based on ethnicity,race, religion, etc.
● Population quality● Family structures● Urbanization/
ruralization
Intentional consequences● Increased employment● Economic growth● Population growth● Increased geopolitical
power
Unintentional consequences● Strain on resources● Environmental
concerns● Rising unemployment
and/orunderemployment
● Increased poverty● Shifting political
systems● Modified social
structures
relationship betweenpublic health and humanand physical geography.Students explain bothintended and unintendedconsequences from thesegovernment decisions.
Students are given a briefsummary/scenariodescribing geopolitics anddemographic shifts for anation. The studentsmust provide evidencefrom the scenarios givento support their reason forthe possible unintentionalconsequences.
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● Cultural changes● Rise in anti-immigrant
sentiment and actions● Racism● International warfare● Rebellion
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.G.2.2Differentiatetechnologicalinnovation andhuman-environmentinteraction interms ofintentional andunintentionalconsequences,now and in thepast
Students must beable to determineboth the intendedand unintendedconsequences ofwhat happens withthe interaction oftechnologicalinnovation, humansand theenvironment.
Technological innovationcan have both a positiveand negative impact onthe natural resources ofa place
The use of technologyand innovation to extractnatural resources canlead to harmfulconsequences forpeople and theenvironment
Examples oftechnologicalinnovations andinventions
Examples of variousways technology andinnovations haveimpacted theenvironment
Industrial innovations● Bessemer process● Steam engine● Internal combustion
engine● Interchangeable parts● Assembly line● Consequences of
increased production○ Pollution○ Competition and
conflict overresources andmarkets
○ Global warming
Transportation innovations● Caravel● Compass● Steamboat● Locomotive● Automobile● Airplane● Consequences
○ Improved accessto resources,goods, andmarkets
Students are given apolitical cartoon, a readingpassage, or some otherteacher-determined pieceof stimulus that depicts ordescribes the interactionof one or moretechnological innovations,humans, and theenvironment. Studentsanalyze the stimulus todetermine key pieces ofevidence that show ordescribe intended and/orunintended consequencesof the interaction betweenthe technologicalinnovation, humans, andthe environment.
Students read an articleon an invention that hasdirectly impacted humaninteraction with theenvironment. Within thearticle, students underlinethose things that areintended consequences
33
○ Increased globalconnectivity
○ Improved ease ofmigration overlong distances
○ Pollution○ Suburbanization
Medical innovations● Smallpox vaccine● Medical mask● Penicillin● Eugenics● Cloning● Stem-cells● Human Genome
Project● Consequences
○ Extended lifespans
○ Improved qualityof living
○ Increased needand competitionfor resources
Innovations in energysources● Steam● Coal● Oil/gas● Wind● Solar● Nuclear● Consequences
○ Increased needand competition
and circle those thingsthat are unintendedconsequences. Studentsannotate the article todefend their responses.The teacher may assignseveral articles if desired.
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for resources○ Depletion of
resources○ Shifting balance
of power/wealthamong nations
○ Pollution○ Global warming○ Increased carbon
footprint
Agricultural innovations● Chinampas● Pesticides● Fertilizers● Genetically Modified
Organisms (GMOs)● Dam building● Irrigation systems● Consequences
○ Increased foodsupply
○ Improved qualityof living
○ Populationgrowth
○ Extended lifespan○ Deforestation○ Species extinction
Human-environmentinteraction consequences● Increased living space● Increased amount and
diversity of resources● Population growth● Extended life span
35
● Deforestation● Desertification● Pollution● Global warming● Species extinction● Increased carbon
footprint
Unpacking the History ObjectivesStandard WH.H.1.1 Analyze historical events and issues in world history from a variety of perspectivesOverarching Concepts: Historical Event, Historical Issues, History, Perspective
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.H.1.1Distinguish keyturning points inworld history interms ofmultiple causesand outcomes
Students must beable to examineevents anddetermine which areturning points inworld historybecause theycaused a lastingshift in the directionor course of history.
Students must beable to examineturning points anddetermine causesand effects of thoseturning points.
Turning points can havemultiple causes as wellas multiple outcomesthat transform the courseof history
Turning points lead to ashift in the course ofhistory that oftentransforms world events
Examples of turning pointsthat have significantlyimpacted the course ofworld history
Causes of key turningpoints in world history
Ways in which turningpoints have impacted thecourse of world history
Rise and fall of Mongolrule
Fall of African Empires(Mali, Songhai, etc.)
Renaissance
Printing press
Martin Luther protestagainst the CatholicChurch
Reformation
Scientific revolution
Fall of Constantinople
Columbus arrival onHispaniola
Using informationprovided to them abouta turning point in worldhistory, students createa Netflix-style episodeguide for a limitedseries on their turningpoint. Each episode inthe guide must include arelevant image and briefplot summary. Withinthe episodes, thestudents must addressthe causes of theturning point andoutcomes of the turningpoint (e.g., The first twoepisodes might beabout the causes of theevent, one or twoepisodes might providea summary of the event,then two or three
36
The scramble for Africa
The African diaspora
French Revolution
Haitian Revolution
Discovery of penicillin
Meiji restoration
Berlin Conference(partitioning of Africa)
Construction of Panamaand Suez Canals
Xinhai Revolution/end ofthe imperial rule of China
Assassination of ArchdukeFranz Ferdinand
German invasion ofPoland
Invasion of Nanking
Birth of the Soviet Union
Forming of the UnitedNations
Cuban Missile Crisis
Sputnik
episodes might beabout the impact of theevent).
Individually, as pairs, orin small groups,students are giveninformation packetscontaining informationabout a turning point inworld history. Studentsuse their packet ofinformation to develop abrief presentation usinga tournament bracketformat. Students mustinclude why the turningpoint deserves to winthe title of “MostTransformative Event inWorld History.” After thepresentations, students(individually, in groups,or as a class) select thewinner of eachmatch-up based uponthe lasting impact ofeach turning point untila final champion iscrowned. As anextension, the studentswrite a brief paragraphexplaining their finalchoice.
37
Construction of the BerlinWall
Fall of the Berlin Wall
End of apartheid in SouthAfrica
Handover of Hong Kong
9/11 Attacks in the UnitedStates
Arab Spring
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.H.1.2Explain theimpact theexperiences andachievements ofindividuals andgroups fromvariousindigenous,racial, ethnic,tribal, political,and religiousbackgroundshave had onhistorical eventsand currentglobal issues
Students must beable to demonstratetheir understandingof how both thelived experiencesand achievementsof individuals andgroups haveaffected events ofthe past as well aspresent-day issuesacross the globe,paying specificattention toindigenous, racial,tribal, and religiousgroups.
Events can be impactedby the actions andachievements of diverseindividuals and groups
Contact with new anddifferent people, ideasand practices can lead tochanges in a civilizationor society that maycontribute to lastingtransformations
The actions andachievements of somepeople may bring aboutpositive and negativeoutcomes for others
Examples of some actionsand achievements ofvarious indigenous, racial,ethnic, tribal, political, andreligious groups
How the actions andachievements ofindividuals and groupsfrom various indigenous,racial, tribal, ethnic, andreligious backgroundsimpacted historical eventsor current issues invarious regions across theglobe
Individuals● Marie Curie● Golda Meir● Guru Nanak● Martin Luther● Toussaint L’ouverture● Simon Bolivar● John Locke● Dowager Empress
Cixi● Mary Wollstonecraft● Albert Einstein● Mohandas Gandhi● Nelson Mandella● Margaret Thatcher● “Tank Man”● Malala Yousafzai● Haile Selassie● Rigoberta Menchú
Students select anindividual or group froma provided list of variousindigenous, racial,ethnic, tribal, political,and religious groupswho have had asignificant impact onthe world, their nation,or their community.Students create asuperhero or superheroteam based on theirselected individual orgroup. Students shouldinclude: 1) An originstory including theimpact of theirbackground; 2) An
38
● Isabella I● Catherine the Great● Wangari Maathai● Nellie Bly● Kemal Atatürk● Guiseppe Garibaldi● Patrice Lumumba● Pratap Singh I● Indira Gandhi● Diego Rivera● Ibn Battuta
Groups● Puritans● The Jacobins● Rohingya of
Myanmar● Kashmiri Pandit● Baháʼís in Iran● African National
Congress● Yanomami and
Kayapo Tribes● Tibetan Buddhist
Monks● Jews during and
after World War II● Aboriginal and
Torres StraitIslanders
● Zulus
image (drawing orelectronic) of thesuperhero including arationale for the colorsand symbols in theirappearance; 3) Adescription of powersand weaknesses inrelation to theiraccomplishments; 4) Anarchvillain related towhat the individual/group were fightingagainst; and 5) A shortstory or comic of thehero’s latest adventuredepicting their impacton a historical event orglobal issue.
Students write a “WhatIf” history as if asignificant person orgroup never existed.Students shouldconsider: What would bethe impact if that personor group never existed?The students should payparticular attention tothe immediate andlasting impact of theirindividual or group. The“What If” history shouldadjust the course ofhistorical events orglobal issues as if the
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individual or group neverexisted.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.H.1.3Explain howethnocentrism,stereotypes,xenophobia, andracism impacthuman rightsand socialjustice ofvarious groups,tribes, andnations aroundthe world, nowand in the past
Students must beable to demonstratetheir understandingof how the humanrights and socialjustice issuesexperienced bydiverse groups,tribes, and nationsare impacted byethnocentrism,stereotypes,xenophobia, andracism.
Viewing things from oneethnic and culturalperspective can lead tomisconceptions andassumptions that onegroup or culture issuperior to all others
Recognition of humanrights can empowerpeople to take action toshape solutions toproblems and issuescaused by stereotypes,ethnocentrism,xenophobia, and issuesof race
Stereotypes can lead todiscriminatory behaviorand practices which denyindividuals and groupsbasic human rights
Xenophobic beliefs canlead to practices andpolicies which eventuallycan lead to the restrictionof rights and freedoms
The presence ofethnocentrism and
How ethnocentrism,stereotypes, xenophobia,and racism impactshuman rights of variousgroups
How ethnocentrism,stereotypes, xenophobia,and racism impact socialjustice in various societies
Examples ofethnocentrism,xenophobia, stereotypes,and racism● Social darwinism● Encomienda system● Artificial African
national boundaries● Treatment of Romani
(“Gypsies”)● American internment
camps forJapanese-Americans
● Holocaust● Hitler’s master race● Chinese occupation
of Nanking● Pinochet's regime● Apartheid● Rwandan genocide● Cambodian genocide● Ethnic conflicts in
Yugoslavia● Immigration
quotas/limits● Hinduphobia in
Australia● Anti-Asian
xenophobia● World map depicting
Europe in the centerof the world
Students prepare ahypotheticalpresentation thatdiscusses issues ofethnocentrism andxenophobia in variousplaces. Eachpresentation shouldhighlight a specificexample ofethnocentrism orxenophobia and provideinformation on thereasons for the actionsthat promote eachbehavior and how thebehaviors impactmarginalized groups.
Students work ingroups. Each groupworks with a specificconcept from theobjective: one groupworks with the conceptof ethnocentrism, onegroup works with theconcept of stereotypes;one group works withthe concept ofxenophobia, and onegroup works with the
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racism can lead tosystems that deny thehuman rights and socialjustice of marginalizedpeople
Misinformation canfoster ethnocentrism,stereotypes, xenophobia,and racism, and can leadto conflict, chaos, anddenial of basic humanrights
Human rights violations● Child labor● Child soldiers● Slavery● Eugenics● Trafficking● Forced migration● Ethnic cleansing● Torture● Contamination or
denial of resources(Water)
● Denial ofemployment
● Suppression ofpolitical rights
● Mutilation
concept of racism.Each group is given apacket with a set ofprimary sourcedocuments. Each groupanalyzes the documentsand completes a chartdescribing who isimpacted, by theirassigned concept,within the nation orregion depicted in theset of documents andhow their human rightsare impacted.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
AssessmentWH.H.1.4Distinguish thechallengesindigenouspeoples andethnic and tribalgroups aroundthe world haveexperienced as aresult ofcolonization,imperialism, andassimilation,now and in thepast
Students must beable to identify andexamine challengesfaced by indigenouspeoples and ethnicand tribal groupsthat are specificresults ofcolonization,imperialism, andassimilation.
Students must beable to examinehow colonization,imperialism, and
An increase in the questfor resources and powermay foster globalinteractions which canlead to the destruction ofa culture and historicalfootprint of a people,civilization, or society
Colonialism andimperialism often createeconomic, political, andsocial challenges formajority groups livingunder minority rule
Examples of howcolonialism has beenexperienced in variousplaces, during differenttimes in history
The differences betweendominant group andmajority group
Examples of challengesindigenous peoples haveexperienced as a result ofcolonization, imperialism,and assimilation
Examples of challenges● Spread of disease● Changes to
economicsystems/practices
● Plundering ofresources
● Economic instability● Ethnic rivalries● Human rights
violations● Creation and
alteration of politicaland tribal boundaries
● Loss of political andeconomic
Students examine atleast twoteacher-provideddocuments withinformation on thecolonial or imperialexperiences of anindigenous, ethnic, ortribal group. Studentsunderline or circleinformation in thedocuments that indicatewhat is important orrelevant regarding thechallenges the groupexperienced because of
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assimilation havecaused thechallengesidentified.
Nations seeking toextend or retain powerand authority overindigenous, ethnic, ortribal groups may imposepolitical, economic, andcultural practices andpolicies that can lead toassimilation
Examples of challengesethnic and tribal groupshave experienced as aresult of colonization,imperialism, andassimilation
independence● Various slavery
practices● Forced assimilation
colonialism,imperialism, orassimilation. Theteacher can elect tohave students discusstheir underlined orcircled information in a10-minute pair-shareexercise and thendebrief as a wholegroup.
The teacher presentsthree choices of politicalcartoons relating backto the focus of thisobjective. Studentsselect one cartoon toexamine and use ahighlighter to identifyelements of the cartoonthey feel are importantdepictions of challengesgroups may haveexperienced because ofcolonialism,imperialism, orassimilation.
The teacher assigns“home” groups of nomore than four studentseach. Each “home”group should be given adifferent document.With their “home” group,each student studies the
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same document thatdepicts or describes thechallenges differentindigenous, ethnic, ortribal groupsexperienced living underthe domination of amajor expansionistnation. Studentsdissect and discuss thedocument within their“home” groups thenmove into Jigsawgroups identified bynumbers (e.g., all thetwos get together as theexperts to share anddiscuss the documentfrom their “home” groupwhile the other twos askquestions to ensure theyhave an understandinghow that documentshows what is mostimportant about thechallenges the group inthe documentexperienced). Asstudents shareinformation about theirdocument, the Jigsawgroup uses chart paperto jot down informationto help them craft awell-written paragraphdistinguishing thechallenges groups
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experienced. Documenttypes that should beused include: politicalcartoons, photographsor paintings, writtendescriptions ornarratives, poems,newspaper articles oreditorials, songs, etc.
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