TUSD CURRICULUM MAP—SOCIAL STUDIES
World History: Grade 10 , Quarter 1
Unifying Concept: Foundations
Unit Title: Indigenous People and Colonialism
Viewpoint: Multicultural
ENDURING UNDERSTANDING:
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Colonizers tend to ignore or minimize and distort the histories of the indigenous civilizations that they supplant.
Colonization creates deep seeded and enduring biases that we continue to struggle with today.
ESSENTIAL QUESTIONS:
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What is colonization?
What experiences related to colonization are shared by indigenous people throughout the world?
What are some of the significant contributions that indigenous civilizations have made to contemporary society?
How is the past still alive in the present?
SELECTED READINGS OF COMPLEX TEXTS
EXTENDED TEXTS :
Rethinking Columbus, Bill Bigelow
World History- Glencoe
STANDARDS
Content Standards:
SSHS-S2C2 PO 1
SSHS-S2C3 PO 3
SSHS-S2C5 PO 1
SSHS-S2C7 PO 1, 2, 3, 4
SSHS-S2C9 PO 3, 4, 5
SUPPLEMENTARY TEXT & MEDIA:
Short Literary Texts:
The Latino/a Condition, Delgado & Stefancic
Hatuey: 1512-2012 http://zinnedproject.org/materials/hatuey/
Poems on assimilation and acculturation
(SSHS-S2C1 PO 1, 2, 3, 4, 5, 6, 7
constant throughout the year)
Short Informational Texts:
Howard Zinn’s A Peoples History of the United States, Chapter 1: “Columbus, the Indians, and Human
Progress.”
Occupied America, Rodolfo Acuna
Black Indians: A Hidden Heritage by William Loren Katz
Rethinking Globalization - The Coming of the Pink Cheeks by Bill Bigelow
http://zinnedproject.org/materials/the-coming-of-the-pink-cheeks/
Media:
Film clips from: Even the Rain
http://democracyctr.org/bolivia/investigations/bolivia-investigations-the-water-revolt/bolivias-war-overwater/bolivias-war-over-water-2/
Film clips from: Savage Acts
Film clips from: Race: the Power of an Illusion
Reading Standards
RH 1, 2, 5, 6
(RH10 constant throughout the year)
Writing Standards
WHST 1, 3
(WHST 4, 5, 6, 9,10 constant throughout
the year)
Speaking/Listening and Language
(Naturally embedded-see standards)
UNIT TOPICS:
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Race as a social construct
Indigenous civilizations in the Americas: Aztec, Maya, Inca, Olmec
Indigenous civilizations in the world: Mali, Nubia, Kush, Axum, Ghana, Songhai, Nok
Colonialism and imperialism
Pillars of colonization
Economic and political exploitation and interdependence
Writing Focus: Argumentative
Reading Focus: ELA is supported through the reading of history and other informational texts.
Possible research Topics: Research mini-project on significant
contributions made by indigenous people. Students will create and
present web-posters on a selected civilization and its contributions.
Possible Narrative Topics: Students will write a short position paper on
social Darwinism and its connection to colonialism.
Interdisciplinary Connections:
Science: Anthropological and archeological dating of artifacts. DNA
and biological variations in the human genome.
Math: Use of percentages and representative charts in the study of
colonial resources.
PERFORMANCE ASSESSMENTS:
Summative: : Students will create an annotated, illustrated Venn diagram comparing and contrasting two versions of history: the traditional story of
European “discovery and settlement” in the Americas with the alternate view presented through the Bolivian water case; which depicts the cycles of
exploitation, colonization, historical trauma, and cultural resilience of indigenous peoples.
Formative: Journal responses, Socratic Seminar, bell work, think pair share, reading guides, etc.