SECONDARY CURRICULUM
COURSE SYLLABUS
World History – 7010
Curriculum & Professional Development Division
3950 S. Pecos-McLeod
Las Vegas, NV 89121
© Clark County School District
Developed December 1977, Revised June 2001, January 2010
CPD-LIT/SS-S7010
PREFACE
WORLD HISTORY – 7010
The course syllabus reflects the philosophical position outlined in the Professional Domains and
Standards and the Course of Study approved as policy by the Clark County Board of School Trustees.
The purpose of the syllabus is to establish minimum basic concepts for each course. Teachers will use
this syllabus in all World History – 7010 classes.
The course scope and goals are statements of broad direction and should facilitate the designing of a
program that will meet the needs of students.
The benchmarks provide a correlation of the syllabus objectives to Nevada State Content and
Performance Standards. They also provide the scope and instructional timeline for each quarter of the
school year.
The course structure is an overview of the general concepts to be included in the major areas of
emphasis. The numbers to the right of the structure refer to the performance objectives in the body of the
syllabus.
The performance objectives are the minimum expectations of the completed course. They are
organized statements which will be used to measure student achievement. Each objective statement
includes the Bloom’s Taxonomy and the Nevada content standard(s) to which the objective relates.
For suggestions and suggested resources that provide an extension to regular classroom methodology
and offer additional approaches for translating the performance objectives into actual instructional
activities, see the secondary social Studies curriculum resources at Interact > CPD > Social Studies.
The Curriculum and Professional Development Division and a teacher task force developed this syllabus.
Syllabi are in continuous revision. Teachers should recommend additions or revisions to the appropriate
department of the Curriculum and Professional Development Division.
SYLLABUS KEY:
Concept one
1.
INFLUENCE OF WORLD HISTORY PRIOR TO THE
RENAISSANCE
Concept one, Objective one
1.1
STUDENTS WILL IDENTIFY AND EVALUATE THE
CHARACTERISTICS OF PRE-AGRICULTURAL SOCIETIES
INCLUDING TECHNOLOGICAL INNOVATIONS,
DEVELOPMENT OF AGRICULTURE, THE
DOMESTICATION OF ANIMALS, AND THE DEVELOPMENT
OF PERMANENT COMMUNITIES BY APPLYING READING
AND WRITING STRATEGIES.
(1, 2, 4, 8) [NS: H1; G6.(9-12).7]
1.1.A
SUGGESTION: Students will use the Reporter’s
Formula* (Who?, What? Where? When? Why? and How?) to
brainstorm and develop ideas for a compare-contrast essay
about the characteristics of pre-agricultural societies.
Correlation to course goal
and Nevada State Standard
Concept one, Objective one,
Suggestion A
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COMPONENTS OF AN EFFECTIVE LESSON
INTRODUCTION
 Set the stage for the lesson. Examples of introductory activities may include note-taking, group
activities, predicting, etc.
DAILY REVIEWS
 Provide review for short-term memory of recently taught material.
o Provide immediate and meaningful feedback when correcting homework.
o Keep reviews and homework checks brief.
DAILY OBJECTIVE
 State and post the objective(s) before introducing the lesson.
 Have students record the objective(s).
CONCEPT AND SKILL DEVELOPMENT AND APPLICATION
 Teach the big concepts.
 Provide the “why” for rules.
 Link concepts to previously learned material and/or real-world experiences.
 Use a variety of techniques to address student needs, including oral recitation, note-taking, and
activities.
 Hold students accountable for taking notes and keeping records.
 Use ongoing, formative assessment to make instructional decisions.
GUIDED / INDEPENDENT / GROUP PRACTICE
 Conduct practice at different times throughout the lesson to help students process information.
 Use a variety of activities and groupings to address student learning needs.
 Structure classroom time for student reflection, inquiry, discovery, discussion, problem-solving,
and analysis.
HOMEWORK
 Assign homework that aligns with curriculum objectives and reinforces skills and concepts taught.
 Include a variety of activities and assessment items.
CLOSURE
 Review the skills and/or concepts taught.
 Provide a variety of ways for students to explain what they have learned and how to apply the
concepts.
LONG-TERM REVIEW
 Integrate ongoing, periodic review into lessons to maintain student skills, address deficiencies,
build conceptual understanding, and prepare for high stakes tests.
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TEACHER EXPECTANCIES
Success on Success Model
Teach students how to study effectively and efficiently.
Determine if students are visual, auditory, or kinesthetic
learners and use instructional strategies that support each of
these learning styles.
Student -Teacher Relationships
Encourage students to learn and to stay in school by
communicating positively with them.
Use Simple Straight-Forward
Examples
Use simple, straight-forward examples in
initial teaching which help students focus on the big idea.
Assessment
Assess the progress of students throughout the lesson, and
adapt the lesson according to student performance.
Assessment should be balanced.
Note-Taking
Require and accommodate student note-taking. Notes
include vocabulary, notation, concept development (pictures),
pattern development, explanations for “tricks, ” as well as
problems.
Vocabulary
Emphasize vocabulary, and require students to use
appropriate vocabulary to describe their learning.
Reading
Assign reading for daily lessons, explicitly introduce
vocabulary, preview reading, make connections, check for
understanding, and provide correction as needed.
Writing
Assign writing that causes students to think, reflect, organize
their thoughts, and be able to express their knowledge.
Facts and Procedures
Provide students the “why” for rules and procedures.
Technology Implementation
Demonstrate the use of technology, and require students to
use technology to build on concepts and skills.
Problem Solving Process
Model and utilize a variety of problem solving techniques.
Memory Aids
Use devices such as mnemonics, oral classroom recitation,
linking, and note-taking.
Questioning Strategies
Incorporate different types of questions into daily lessons that
include higher level questioning techniques; require students
to think and discuss their understanding. Use effective wait
time for student responses.
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BLOOM’S TAXONOMY
TAXONOMY LEVEL
KNOWLEDGE
OPERATIONAL DEFINITION




COMPREHENSION



APPLICATION



ANALYSIS



SYNTHESIS



EVALUATION



ILLUSTRATIVE
BEHAVIORAL TERMS
Refers to the ability to remember previously learned
material
Recalls a wide range of material, from specific facts to
complete theories
Brings to mind the appropriate information
Represents the lower level of learning outcomes in
cognitive domain
Defines, describes, identifies,
labels, lists, matches, names,
reproduces, states
Refers to the ability to grasp the meaning of material
Translates material from one form to another (words to
numbers); interpret material (explain or summarize)
Goes one step beyond simple recall
Converts, explains, extends,
generalizes, gives examples,
infers, paraphrases, rewrites,
summarizes
Refers to the ability to use learned material in new and
concrete situations
Includes the application of such things as rules, methods,
concepts, principles, laws, and theories
Requires a higher level of understanding than those under
comprehension
Changes, computes,
demonstrates, discovers,
manipulates, operates,
prepares, produces, relates,
shows, solves, uses
Refers to the ability to break down material into its
components so that organizational structures may be
understood
Includes identification of parts, analysis of relationships
between parts, and recognition of organizational
principles involved
Represents a higher intellection level than comprehension
and application because they require an understanding of
both content and structural form of the material
Breaks down, diagrams,
differentiated, discriminates,
distinguishes, outlines, points
out, relates, selects, separates,
sub-divides
Refers to the ability to put parts together to form a new
whole
Involves the production of a unique communication
(theme of speech), a plan of operations (research
proposal), or set of abstract relations (scheme for
classifying information)
Stresses creative behaviors, major emphasis on
formulation of new patterns or structures
Combines, compiles,
composes, creates, devises,
designs, generates, modifies,
organizes, plans, rearranges,
reconstructs, reorganizes,
revises, rewrites, writes
Involves the ability to judge the value of the material
(statement, novel, poem, research report) for a given
purpose
Bases judgments on definite criteria such as internal
criteria (organization) or external criteria (relevant to the
purpose); determines the criteria to be given
Ranks highest in the cognitive hierarchy because they
contain elements of all of the other categories, plus
conscious value judgments based on clearly defined
criteria
Compares, concludes,
contrasts, criticizes, describes,
discriminates, explains,
justifies, interprets, relates,
summarizes: All of the
foregoing with supportive
evidence
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REPRODUCTION OF COPYRIGHTED WORKS BY EDUCATORS
Administrators, teachers, librarians, and other District personnel must comply with the United States
copyright laws and congressional guidelines. The following are select provisions from the United States
Copyright Office Circular 21, Reproduction of Copyrighted Works by Educators and Librarians. [Library of
Congress, Copyright Office] The internal numbering/sequence is taken directly from Circular 21.
Administrators, teachers, and librarians should also review the entire text of Circular 21 at
http://www.copyright.gov/circs/circ21.pdf.
FAIR USE IN GENERAL
In determining whether the use made of a work in any particular case is a fair use the factors to be
considered shall include –
(1)
the purpose and character of the use, including whether such use is of a commercial nature
or is for nonprofit educational purposes;
the nature of the copyrighted work;
the amount and substantiality of the portion used in relation to the copyrighted work as a
whole; and
the effect of the use upon the potential market for or value of the copyrighted work.
(2)
(3)
(4)
BOOKS AND PERIODICALS
Guidelines
I.
Single Copying for Teachers
A single copy may be made of any of the following by or for a teacher at his or her individual request for
his or her scholarly research or use in teaching or preparation to teach a class:
A.
B.
C.
D.
II.
A chapter from a book;
An article from a periodical or newspaper;
A short story, short essay or short poem, whether or not from a collective work;
A chart, graph, diagram, drawing, cartoon or picture from a book, periodical, or newspaper;
Multiple Copies for Classroom Use
Multiple copies (not to exceed in any event more than one copy per pupil in a course) may be made by or
for the teacher giving the course for classroom use or discussion; provided that:
A.
B.
C.
The copying meets the tests of brevity and spontaneity as defined below; and,
Meets the cumulative effect test as defined below; and,
Each copy includes a notice of copyright
Definitions
Brevity
(i)
(ii)
Poetry: (a) A complete poem if less than 250 words and if printed on not more than two
pages or, (b) from a longer poem, an excerpt of not more than 250 words.
Prose: (a) Either a complete article, story or essay of less than 2, 500 words, or (b) an
excerpt from any prose work of not more than 1, 000 words or 10% of the work, whichever is
less, but in any event a minimum of 500 words.
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[Each of the numerical limits stated in “i” and “ii” above may be expanded to permit the
completion of an unfinished line of a poem or of an unfinished prose paragraph.]
(iii)
Illustration: One chart, graph, diagram, drawing, cartoon or picture per book or per periodical
issue.
“Special” works: Certain works in poetry, prose or in “poetic prose” which often combine
language with illustrations and which are intended sometimes for children and at other times
for a more general audience fall short of 2, 500 words in their entirety. Paragraph “ii” above
notwithstanding such “special works” may not be reproduced in their entirety; however, an
excerpt comprising not more than two of the published pages of such special work and
containing not more than 10% of the words found in the text thereof, may be reproduced.
(iv)
Spontaneity
(i)
(ii)
The copying is at the instance and inspiration of the individual teacher, and
The inspiration and decision to use the work and the moment of its use for maximum
teaching effectiveness are so close in time that it would be unreasonable to expect a timely
reply to a request for permission.
Cumulative Effect
(i)
(ii)
(iii)
The copying of the material is for only one course in the school in which the copies are
made.
Not more than one short poem, article, story, essay or two excerpts may be copied from
the same author, nor more than three from the same collective work or periodical volume
during one class term.
There shall not be more than nine instances of such multiple copying for one course
during one class term.
[The limitations stated in “ii” and “iii” above shall not apply to current news periodicals and
newspapers and current news sections of other periodicals.]
III.
Prohibitions as to I and II Above
Notwithstanding any of the above, the following shall be prohibited:
(A)
(B)
(C)
(D)
Copying shall not be used to create or to replace or substitute for anthologies, compilations or
collective works. Such replacement or substitution may occur whether copies of various
works or excerpts there from are accumulated or reproduced and used separately.
There shall be no copying of or from works intended to be “consumable” in the course of
study or of teaching. These include workbooks, exercises, standardized tests and test
booklets and answer sheets and like consumable material.
Copying shall not:
(a) substitute for the purchase of books, publishers’ reprints or periodicals;
(b) be directed by higher authority;
(c) be repeated with respect to the same item by the same teacher from term to term.
No charge shall be made to the student beyond the actual cost of the photocopying.
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MUSIC
A.
Permissible Uses
1.
2.
3.
4.
5.
B.
Emergency copying to replace purchased copies which for any reason are not
available for an imminent performance provided purchased replacement copies
shall be substituted in due course.
For academic purposes other than performance, single or multiple copies of
excerpts of works may be made, provided that the excerpts do not comprise a
part of the whole which would constitute a performable unit such as a section*,
movement or aria, but in no case more than 10 percent of the whole work. The
number of copies shall not exceed one copy per pupil.**
Printed copies which have been purchased may be edited or simplified provided
that the fundamental character of the work is not distorted or the lyrics, if any,
altered or lyrics added if none exist.
A single copy of recordings of performances by students may be made for
evaluation or rehearsal purposes and may be retained by the educational
institution or individual teacher.
A single copy of a sound recording (such as a tape, disc or cassette) of
copyrighted music may be made from sound recordings owned by an educational
institution or an individual teacher for the purpose of constructing aural exercises
or examinations and may be retained by the educational institution or individual
teacher. (This pertains only to the copyright of the music itself and not to any
copyright which may exist in the sound recording.)
Prohibitions
1.
2.
3.
4.
5.
Copying to create or replace or substitute for anthologies, compilations or
collective works.
Copying of or from works intended to be “consumable” in the course of study or
of teaching such as workbooks, exercises, standardized tests and answer sheets
and like material.
Copying for the purpose of performance, except as in A(1) above.
Copying for the purpose of substituting for the purchase of music, except as in
A(1) and A(2) above.
Copying without inclusion of the copyright notice which appears on the printed
copy.
BROADCAST PROGRAMMING
(1)
(2)
(3)
The guidelines were developed to apply only to off-air recording by non-profit educational
institutions.
A broadcast program may be recorded off-air simultaneously with broadcast transmission
(including simultaneous cable transmission) and retained by a non-profit educational
institution for a period not to exceed the first forty-five (45) consecutive calendar days
after date of recording. Upon conclusion of such retention period, all off-air recordings
must be erased or destroyed immediately. “Broadcast programs” are television programs
transmitted by television stations for reception by the general public without charge.
Off-air recordings may be used once by individual teachers in the course of relevant
teaching activities, and repeated once only when instructional reinforcement is
necessary, in classrooms and similar places devoted to instruction within a single
building, cluster, or campus, as well as in the homes of students receiving formalized
home instruction, during the first ten (9) consecutive school days in the forty-five (45) day
calendar day retention period. “School days” are school session days—not counting
weekends, holidays, vacations, examination periods, or other scheduled interruptions—
within the forty-five (45) calendar day retention period.
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(4)
(5)
(6)
(7)
(8)
(9)
Off-air recordings may be made only at the request of, and used by, individual teachers,
and may not be regularly recorded in anticipation of requests. No broadcast program may
be recorded off-air more than once at the request of the same teacher, regardless of the
number of times the program may be broadcast.
A limited number of copies may be reproduced from each off-air recording to meet the
legitimate needs of teachers under these guidelines. Each such additional copy shall be
subject to all provisions governing the original recording.
After the first ten (9) consecutive school days, off-air recording may be used up to the
end of the forty-five (45) calendar day retention period only for teacher evaluation
purposes, i.e., to determine whether or not to include the broadcast program in the
teaching curriculum, and may not be used in the recording institution for student
exhibition or any other non-evaluation purpose without authorization.
Off-air recordings need not be used in their entirety, but the recorded programs may not
be altered from their original content. Off-air recordings may not be physically or
electronically combined or merged to constitute teaching anthologies or compilations.
All copies of off-air recordings must include the copyright notice on the broadcast
program as recorded.
Educational institutions are expected to establish appropriate control procedures to
maintain the integrity of these guidelines.
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GRADUATE PROFILE CORRELATIONS
GOALS FOR CLARK COUNTY SCHOOL DISTRICT INSTRUCTION
The following goals represent learning outcomes expected in all courses for all Clark County School
District students. These goals will be integrated in context with instruction within each content area in
order for students to understand and apply the fundamentals of English, mathematics, science, civics and
government, history, geography economics, arts, and health fitness.
1.
COMMUNICATION
READING
The student will locate, comprehend, and interpret
written information. This will include, but not be limited
to books, papers, manuals, graphs, and schedules.
WRITING
The student will organize, compose, proof, and edit
written materials appropriate to the course.
SPEAKING
The student will organize, compose, and present
material orally.
LISTENING
The student will receive, interpret, and respond to oral
communications, taking into account both verbal and
nonverbal cues.
2.
RESOURCES/INFORMATION
The student will acquire, organize, interpret, and process
information to make the maximum use of time, money,
material, and personnel resources.
3.
SYSTEMS/TECHNOLOGY
The student will use appropriate technology to function
effectively in various organizational systems.
4.
INTERPERSONAL SKILLS
The student will demonstrate effective interpersonal
skills by cooperating in team situations; asserting
leadership when appropriate; negotiating differences and
appreciating diversity; and being willing to share skills,
knowledge, and material with peers.
5.
PROBLEM SOLVING
The student will use analytical, logical, and creative
thinking skills to solve problems, make decisions, make
reasonable judgments, and generate new ideas.
6.
PERSONAL INVENTORY
The student will evaluate career choices and long-term
options based on personal criteria.
WHERE AM I?
The student will assess his/her existing interests,
aptitudes, knowledge, and skills. Personal qualities such
as self-confidence, responsibility, integrity, and honesty
will be a part of the self-assessment.
WHERE DO I WANT TO GO?
The student will explore a wide array of career options at
all levels to formulate long-term goals.
HOW DO I GET THERE?
The student will interrelate his/her present status with
personal long-term goals to determine the best course of
action to achieve the long-term goals.
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GRADUATE PROFILE SYLLABUS CORRELATION
WORLD HISTORY – 7010
The following correlation shows a sampling of objectives that meet the various goals of the Graduate
Profile.
GRADUATE PROFILE GOAL
SYLLABUS OBJECTIVE MEETING THE GOAL
1. COMMUNICATION
1.4, 1.9, 1.10, 9.19
2. RESOURCES/INFORMATION
5.9, 9.3, 9.10
3. SYSTEMS/TECHNOLOGY
6.3, 8.2, 8.7
4. INTERPERSONAL SKILLS
5.3, 8.16
5. PROBLEM SOLVING
2.5, 6.9, 8.11
6. PERSONAL INVENTORY
8.8, 9.2, 9.15
The above listing is not intended to be an exhaustive correlation for every objective within the syllabus.
There are many other objectives within the syllabus that fulfill one or more of the Graduate Profile Goals.
In addition to the specific objective correlations, the Graduate Profile Goals can be met through using a
variety of teaching strategies that reinforce communication skills, encourage the gathering and utilization
of resources and information, require the use of various systems and technologies, and enhance the
development of interpersonal skills and problem-solving skills. Personal inventories should be an integral
aspect of the teaching strategies regularly employed by the teacher.
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WORLD HISTORY – 7010
Course Scope:
This one-year course examines societal development from the Renaissance to the present with
an emphasis on emerging ideologies, expansion of empires, growth of nations, and an increase
of global interdependence. Students develop an understanding of current world issues and relate
them to their historical, geographical, political, economic, and cultural contexts. Instructional
practices incorporate integration of diversity awareness including appreciation of all cultures and
their important contributions to society. The appropriate use of technology is an integral part of
this course. This course fulfills the World History/Geography and the Arts/Humanities credits
required for high school graduation.
Course Goals:
1.
To compare the interrelationships among human institutions, including political, social,
cultural, religious, technological, and economic. [NS: H1.0, H2.0, H3.0, H4.0]
2.
To analyze the relationship between the physical environment and historical trends and
events. [NS: H1.0, G5.0, G6.0]
3.
To evaluate how the arts and humanities of diverse civilizations relate to historical
developments. [NS: H3.0, G7.0]
4.
To assess the historical development of diverse political systems.
[NS: H1.0, H2.0, H3.0, H4.0, C13.0, C16.0]
5.
To cite evidence supporting the role economic systems play in determining historical events
and contemporary issues. [NS: H4.0, E9.0, E11.0, E12.0]
6.
To synthesize the causes and consequences of complex events such as wars, conflicts,
and revolutions. [NS: H1.0, H2.0, H3.0, H4.0]
7.
To investigate the impact of science and technology on human and physical systems.
[NS: H1.0, H3.0, G 6.0, G8.0]
8.
To apply the content literacy skills necessary to analyze historical documents, artifacts, and
concepts. [NS: H1.0, H2.0, H3.0, H4.0, G5.0, G6.0, G7.0, G8.0, E9.0, E11.0, C16.0]
9.
To use information, media, and technology literacy skills necessary to research,
communicate, and demonstrate critical thinking.
[NS: H1.0, H2.0, H3.0, H4.0, G5.0, G6.0, G7.0, G8.0, E9.0, E11.0, C16.0]
Revised June 2001, May 2009.
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SOCIAL STUDIES BENCHMARKS
WORLD HISTORY – 7010
QUARTER 1
Content - Topics
Syllabus Objectives
State Standards/Benchmarks
Influences in World History 1.1, 1.2, 1.3, 1.4, 1.5,
Prior to the Renaissance 1.6, 1.7, 1.8, 1.9
H1, H2, G6.(9-12).7, G5.(9-12).3-4,
G5.(9-12).5-6, G6.(9-12).6, G7.(9-12).3
Growth of World Religions 2.1, 2.2, 2.3, 2.4, 2.5
H1.(9-12).10, H1.(9-12).11, H2.(9-12).18,
H3.(9-12).15, H3.(9-12).23
The Renaissance and
Reformation
H1.(9-12).12-13; G5.(9-12).7, G8.(9-12).2
3.1, 3.2, 3.3, 3.4
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SOCIAL STUDIES BENCHMARKS
WORLD HISTORY – 7010
QUARTER 2
Content - Topics
Syllabus Objectives
State Standards/Benchmarks
Exploration
4.1, 4.2, 4.3, 4.4, 4.5,
4.6, 4.7, 4.8, 4.9, 4.10,
4.11
H1.(9-12).15, H2, H3, G6.(9-12).1, G6.(9-12).5-6,
G6.(9-12).8, G7.(9-12).2, G7.(9-12).4-5, G7.(9-12).7,
G7.(9-12).8, G8.(9-12).1, G8.(9-12).3-4, E9,
E11.(9-12).6, C13
Enlightenment and
Revolution
5.1, 5.2, 5.3, 5.4, 5.5,
5.6, 5.7, 5.8, 5.9, 5.10
H1, H1.(9-12).14, H2, H2.(9-12).19, H3,
H3.(9-12).16-17, G6.(9-12).5, G7.(9-12).3
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SOCIAL STUDIES BENCHMARKS
WORLD HISTORY – 7010
QUARTER 3
Content - Topics
Syllabus Objectives
State Standards/Benchmarks
Nation-Building and
Industrialization
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7, 6.8, 6.9, 6.10,
6.11, 6.12, 6.13, 6.14,
6.15
H1, H1.(9-12).9, H1.(9-12).15-16, H2,
H2.(9-12).16-17, H2.(9-12).20, H3.(9-12).2-3,
H3.(9-12).16, H3.(9-12).18, H3.(9-12).22,
H4.(9-12).11, G6.(9-12).1, G6.(9-12).3, G7.(9-12).8,
G8.(9-12).2, E11.(9-12).7
World Wars
7.1, 7.2, 7.3, 7.4, 7.5,
7.6, 7.7, 7.8, 7.9
H2, H2.(9-12).11, H2.(9-12).21, H3, H4.(9-12).12,
H4.(9-12).1, H4.(9-12).14, G6.(9-12).4
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SOCIAL STUDIES BENCHMARKS
WORLD HISTORY – 7010
QUARTER 4
Content - Topics
Syllabus Objectives
State Standards/Benchmarks
Cold War and Beyond
8.1, 8.2, 8.3, 8.4, 8.5, 8.6, H2.(9-12).22, H4, H4.(9-12).2-3, H4.(9-12).15-19
8.7, 8.8, 8.9
Contemporary Global
Issues
9.1, 9.2, 9.3, 9.4, 9.5, 9.6,
9.7, 9.8, 9.9, 9.10, 9.11,
9.12, 9.13, 9.14, 9.15,
9.16, 9.17, 9.18
H2.(9-12).23-25, H3.(9-12).12-14,
H3.(9-12).16-25, H4.(9-12).20, H4.(9-12).22-24,
G6.(9-12).2, G6.(9-12).5-6, G7.(9-12).1,
G8.(9-12).6, E.12.(9-12).1-4
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COURSE STRUCTURE
WORLD HISTORY – 7010
CONTENT TOPICS
OBJECTIVES
1. INFLUENCES IN WORLD HISTORY PRIOR
TO THE RENAISSANCE
1.1 - 1.9
2. GROWTH OF WORLD RELIGIONS
2.1 - 2.5
3. THE RENAISSANCE AND REFORMATION
3.1 - 3.4
4. EXPLORATION
4.1 - 4.11
5. ENLIGHTENMENT AND REVOLUTION
5.1 - 5.10
6. NATION-BUILDING AND INDUSTRIALIZATION
6.1 - 6.15
7. WORLD WARS
7.1 - 7.9
8. COLD WAR AND BEYOND
8.1 - 8.9
9. COMTEMPORARY AND GLOBAL ISSUES
9.1 - 9.18
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1.
INFLUENCES IN WORLD HISTORY PRIOR TO THE RENAISSANCE
1.1
STUDENTS WILL IDENTIFY AND EVALUATE THE CHARACTERISTICS OF PREAGRICULTURAL SOCIETIES INCLUDING TECHNOLOGICAL INNOVATIONS,
DEVELOPMENT OF AGRICULTURE, THE DOMESTICATION OF ANIMALS, AND THE
DEVELOPMENT OF PERMANENT COMMUNITIES BY APPLYING WRITING STRATEGIES.
(1, 2, 4, 8) [NS: H1, G6.(9-12).7]
1.1.A
SUGGESTION: Students will use the Reporter’s Formula* (Who? What? Where? When?
Why? and How?) to brainstorm and develop ideas for a compare-contrast essay about the
characteristics of pre-agricultural societies.
1.1.B
SUGGESTION: Students will research the impact of the agricultural revolution during the
Neolithic Revolution and write a report that highlights the geography of the area, how it
influenced the development of farming, the types of crops and domesticated animals first
associated with the area, and the people who first farmed there. Students will include maps,
pictures of artifacts, and pictures of crops grown.
1.1.C
SUGGESTION: In small groups, students will brainstorm a list of the differences between a
hunter-gatherer lifestyle and a settled agricultural one including daily activities, diet, living
structures, familial relationships, environmental issues, and governance. Students will create a
graphic organizer that illustrates the differences between and the characteristics of each way of
life. Students will complete an Exit Slip* summarizing their findings.
1.2
STUDENTS WILL IDENTIFY THE CHARACTERISTICS OF A CIVILIZATION BY UTILIZING
READING STRATEGIES.
(1, 2, 4, 8) [NS: H1]
1.2.A
SUGGESTION: Using a KWLHY* organizer, students will preview text and set a purpose for
reading about a civilization (what do I already know and what do I want to know). While
reading, students will make inferences, draw conclusions, and formulate questions about a
civilization using a graphic organizer (what I learned). After reading, students will interpret, and
evaluate information about a civilization (how did I learn and why is it significant).
1.2.B
SUGGESTION: Utilizing information from the text, students will identify specific examples of
the five characteristics of civilization in a modern city by creating a five column chart and
including pictures of the examples.
1.2.C
SUGGESTION: Using information obtained from the ABC-CLIO database*, students will
analyze the different types of writing from the early civilizations of Mesopotamia, Egypt, and the
Indus Valley using a Table Top Blog*.
1.3
STUDENTS WILL SUMMARIZE HOW GEOGRAPHY INFLUENCED THE POLITICAL,
SOCIAL, AND ECONOMIC GROWTH OF THE ANCIENT CIVILIZATIONS OF EGYPT,
CHINA, INDIA, AND MESOPOTAMIA BY UTILIZING AND/OR CREATING MAPS, GRAPHS,
AND DIAGRAMS.
(1, 2, 4, 8) [NS: G5.(9-12).4, G5.(9-12).6]
1.3.A
SUGGESTION: Students will create a topographic map to demonstrate why the area of
Mesopotamia was known as “the fertile crescent.”
1.3.B
SUGGESTION: Students will research one of the early civilizations of Egypt, China, India, or
Mesopotamia and create a chart depicting the influence of geography on the political,
economic, and social growth of the civilization.
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1.3.C
SUGGESTION: In small groups, students will develop a set of questions to guide them on an
archeological investigations of the following excavations in the Indus River Valley:
http://www.harappa.com/lothal/index.html
http://www.harappa.com/har/moen0.html
http://www.harappa.com/walk/index/html
http://www.harappa.com/3D/index.html
Upon completion of the investigations, the students will generate theories about the role of
religion, the environment, human relationships, and governance played in the Indus civilization.
1.4
STUDENTS WILL COMPARE AND CONTRAST THE UNIQUE POLITICAL, ECONOMIC,
RELIGIOUS, SOCIAL, TECHNOLOGICAL, AND CULTURAL CONTRIBUTIONS OF
CLASSICAL CIVILIZATIONS INCLUDING AFRICA, THE AMERICAS, CHINA, CLASSICAL
GREECE, CLASSICAL ROME, INDIA, MESOPOTAMIA, PERSIA, AND CARTHAGE BY
UTILIZING TECHNOLOGY RESOURCES.
(1, 2, 4, 8) [NS: H1, H2.(9-12).19, G6.(9-12).6, G7.(9-12).3]
1.4.A
SUGGESTION: Students will create a graphic organizer outlining the characteristics of ancient
civilizations. Then, students will create a multi-media presentation containing charts and graphs
to describe how those characteristics contributed to the political, economic, religious, social,
technological, and cultural development of each civilization.
1.4.B
SUGGESTION: Using information obtained from the ABC-CLIO database*, students create a
documentary that compares the Han dynasty to the Roman Empire. Students will specifically
research government, social beliefs, family structures, cultural achievements, and territorial
expansion.
1.4.C
SUGGESTION: Using Table Top Blog*, students will analyze Pericles’ speech, Funeral
Oration, and discuss Athenian values and responsibilities.
1.4.D
SUGGESTION: Using Multiple Sources-Multiple Perspectives*, students will conduct research
on the role of women in ancient civilizations, including Egypt, Rome, Greece, China, India, and
Mesopotamia. Students will compare and contrast their findings with the perceptions of women
around the world today.
1.4.E
SUGGESTION: Students will conduct research on Barbarians, Christians, Constantine,
inflation, farming problems, slavery, Persia, and lead pipes, and describe how they contributed
to the fall of the Roman Empire. Students will create a news podcast reporting on the decline of
the empire.
1.4.F
SUGGESTION: Using information obtained from the ABC-CLIO database*, students will create
an annotated timeline* of Nubian history, specifically noting geography, neighboring countries,
governance, culture, and economy.
1.5
STUDENTS WILL ANALYZE THE ASPECTS OF THE ROMAN EMPIRE THAT SET THE
STANDARD FOR LATER EUROPEAN EMPIRES INCLUDING COMMON LANGUAGE,
COMMON CURRENCY, COMMON RELIGION, AND COMMON HISTORY BY PROVIDING
CONTEMPORARY EXAMPLES.
(1, 2, 4, 8) [NS: H1, H2.(9-12).19]
1.5.A
SUGGESTION: Students will record in a graphic organizer details such as language, currency,
religion, and history, about the Roman Empire noting how those details later contributed to the
development of future empires. Students will then create a Digital Scrapbook* based on those
contributions including examples of how those contributions are evident today.
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1.6
STUDENTS WILL ANALYZE THE CULTURAL, ECONOMIC, AND SOCIAL IMPACT OF THE
CHINESE “SILK ROAD” BY APPLYING WRITING STRATEGIES.
(1, 2, 4, 8) [NS: H1, H2]
1.6.A
SUGGESTION: Students will locate, collect, and analyze information from primary
(www.loc.gov) and secondary sources to understand the significance of the “Silk Road” in the
areas of technology, agriculture, religion, and culture. Students will then write from the role of a
merchant who travelled the Road over many decades. Students will include details about how
the Road changed over time and its impact on relations between China and the West.
1.7
STUDENTS WILL ANALYZE THE CULTURAL IMPACT OF THE MONGOL EMPIRE IN
UNITING ASIA AND EASTERN EUROPE BY UTILIZING TEXT READING STRATEGIES.
(1, 2, 4, 8) [NS: H1, H2]
1.7.A
SUGGESTION: Before reading, students will consult a variety of sources to build context and
background on the Mongol Empire and Genghis Khan. While reading, students will create an
organizer and gather information about the people, traditions, and social values in order to
comprehend and understand the impact of multiple invasions on the conquered societies. After
reading, students will use information to analyze, draw conclusions, and make connections
about the development of Asia and Eastern Europe that resulted from Mongol conquests.
1.7.B
SUGGESTION: Using a topographical map, students will trace the Mongol conquests. In a
graphic organizer, students will identify the interaction and influence between the various
cultures and the Mongols who conquered them in the areas of economic development, military
tactics, and religious beliefs.
1.8
STUDENTS WILL COMPARE THE RISE AND FALL OF THE CIVILIZATIONS IN THE
ANCIENT AMERICAS, INCLUDING THEIR MODERN CONTRIBUTIONS, BY CONDUCTING
RESEARCH.
(1, 2, 4, 8) [NS: H1, H2]
1.8.A
SUGGESTION: Students will conduct research on the Aztecs by gathering and recording
information on source cards about the Aztec culture, government, religious beliefs, and
education and learning from a variety of online, print, and non-print sources. Students will also
trace the development of the Aztec culture from beginning to end and gather evidence
supporting an explanation of why the Aztec culture did not last long and what contributions the
Aztecs made to future civilizations.
1.8.B
SUGGESTION: Students will conduct research on the ancient civilizations of the Americas and
complete the following chart.
Name of
Civilization
Traits of
Civilization
Strength
Leading to
Power
Weakness
Leading to
Decline
Cultural
Contributions
Maya
Aztec
Inca
Students will then create a PowerPoint that highlights the contributions of their assigned
civilization, and include contemporary examples of those contributions today.
1.9
STUDENTS WILL EXPLAIN HOW TRADE CONTRIBUTES TO CULTURAL DIFFUSION BY
PROVIDING CONTEMPORARY EXAMPLES.
(1, 2, 4, 8) [NS: H1.(9-12).9, G5.(9-12).3]
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1.9.A
CULTURAL CONNECTION: Students will define cultural diffusion. Using a Concept Ladder*,
students will prewrite by listing questions about how trade contributes to cultural diffusion.
These questions should help the students focus on specific categories or aspects of the topic.
(e.g., How did the Persians contribute to the growth of trade within their empire? How did the
growth affect Persian culture? What was the Persian attitude toward trade? What were the
unintended consequences of that attitude?) Students will then gather details about the topic
and organize them in order of importance or in chronological order depending on which
organizational structure will better enable the reader to follow causes and effects. Based on
their reading, students will reevaluate their Concept Ladder* on how the trade routes all around
the Mediterranean Sea from North Africa to Sicily and Spain contributed to the spread of ideas,
customs, and technologies among and within the colonies of the Persian Empire. Students will
include examples of contributions found today.
2.
GROWTH OF WORLD RELIGIONS
2.1
STUDENTS WILL COMPARE AND CONTRAST THE CHARACTERISTICS OF WORLD
CULTURES BY APPLYING WRITING STRATEGIES.
(1, 2, 8) [NS: H1.(9-12).10]
2.1.A
SUGGESTION: Using Alike But Different*, students will examine the characteristics of two
dominant world cultures. Students will compare Alike But Different* charts to create a class list
of the ten most common characteristics in the dominant world cultures. For example, students
will compare the culture of the United States with that of the Middle East in terms of religion,
human rights, education, art, and family values.
2.2
STUDENTS WILL ANALYZE THE ORIGIN, DEVELOPMENT, BASIC BELIEFS,
DISTRIBUTION, AND ANCIENT CONTRIBUTIONS FOR THE FIVE MAJOR WORLD
RELIGIONS: BUDDHISM, CHRISTIANITY, HINDUISM, ISLAM, AND JUDAISM BY
APPLYING WRITING STRATEGIES.
(1, 8) [NS: H1.(9-12).11, H2.(9-12).18]
2.2.A
2.2.B
SUGGESTION: Students will serve as writers and editors for a magazine entitled Cliff Notes
for World Religions that is comprised of chapters that trace the origin, development, basic
beliefs, distribution of faith, and ancient contributions of each of the five major world religions. In
groups, students will write each section of the book’s chapters and incorporate maps, graphs,
and diagrams as necessary to illustrate a particular religion’s development and contributions on
the world.
CULTURAL CONNECTION: Students will create the table below. Students will then gather
details about each religion. Students will then choose two religions and create a T-chart* where
they list the similarities on the left side and the differences on the right side.
Religion
Buddhism
Christianity
Hinduism
Islam
Judaism
Language
Social Customs
Values
Rituals
Students will write a compare-contrast essay in which they examine the characteristics of world
culture associated with the two world religions chosen.
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2.3
STUDENTS WILL COMPARE AND CONTRAST THE SOCIAL, POLITICAL, AND
CULTURAL IMPACT OF BUDDHISM, CHRISTIANITY, HINDUISM, ISLAM, AND JUDAISM
ON THE WORLD TODAY BY APPLYING WRITING STRATEGIES.
(1, 3, 8, 9) [NS: H1.(9-12).11, H3.(9-12).15, H3.(9-12).23]
2.3.A
SUGGESTION: Students will be placed in groups and imagine they are religious envoys
representing their religion at a worldwide “Summit of Faith.” Students will work collaboratively
to create a poster that summarizes the social, political, and cultural impacts of their religion.
Students will then use the posters to complete a Compare/Contrast Y-chart* on two of the
religions.
2.3.B
SUGGESTION: Students will secure primary and secondary sources on the impact religion
has on the expression of culture in the arts and music (e.g., the use of stained glass windows
in cathedrals depicting biblical scenes to teach and inculcate illiterates into Christian culture
during the medieval period). Students will then conduct research to develop a graphic montage
that illustrates religions impact on culture in the arts and music.
2.4
STUDENTS WILL ANALYZE THE DYNAMICS BETWEEN RELIGIONS IN DIFFERENT
REGIONS; E.G., INDIA (HINDU AND ISLAM), MIDDLE EAST (JUDAISM, CHRISTIANITY,
AND ISLAM), AND WESTERN EUROPE (CATHOLIC AND PROTESTANT) BY
PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR THROUGH TECHNOLOGY
PRESENTIONS.
(1, 8, 9) [NS: H3.(9-12).15]
2.4.A
SUGGESTION: Students will be placed in groups, each of which will be assigned one of the
five major religions. Each group will research its assigned religion’s practice in different regions
of the world with particular attention on how religious practice may or may not be impacted by
specific geographic regions. Groups will then share findings with the class in a multi-media
presentation.
2.5
STUDENTS WILL DESCRIBE THE ROLE OF RELIGION AND WARFARE IN ANCIENT AND
MODERN GOVERNMENTS AND SOCIETY BY SEEKING INFORMATION FROM VARIED
SOURCES AND PERSPECTIVES TO DEVELOP INFORMED OPINIONS.
(1, 6, 8, 9) [NS: H1.(9-12).11, H3.(9-12).15]
2.5.A
SUGGESTION: Students will consult a variety of resources that include information from both
primary and secondary sources to gather information on the role of religion in ancient and
modern governments and societies, and to understand and develop a position on the
relationship between people and their religion. Students will complete an I-Chart* based on
their resources.
2.5.B
SUGGESTION: Students will work in pairs to gather information about the role of a specific
religion in ancient warfare (e.g., Christian Europe during the Crusades). Pairs with similar topics
will create small groups to synthesize the data collected. Groups will share and discuss findings
to understand how engaging in war fit within the framework and/or teachings of the religion.
3.
THE RENAISSANCE AND REFORMATION
3.1
STUDENTS WILL SUMMARIZE THE ROLE OF THE CRUSADES, RE-ESTABLISHED
TRADE ROUTES, AND THE BUBONIC PLAGUE ON THE RENAISSANCE BY APPLYING
WRITING STRATEGIES.
(6, 7, 8) [NS: H1.(9-12).12]
3.1.A
SUGGESTION: Using Learning Log*, students will generate questions on how the Crusades,
trade, and the Black Death led to a cultural rebirth in Europe. Students will gather information
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on their questions and decide which information to use, delete, or substitute. Students will then
add their findings and explain the role of each event on the Renaissance in their Learning Log*.
3.1.B
SUGGESTION: Students will conduct research on the economic impact of the Bubonic Plague,
and compare it to a modern war, disease, or natural catastrophe. Students will present their
findings in a PowerPoint presentation, identifying similarities and differences between the two
events.
3.2
STUDENTS WILL EXAMINE THE IMPACT OF SCIENTIFIC, TECHNOLOGICAL,
MATHEMATICAL, CULTURAL, AND ARTISTIC DEVELOPMENTS MADE DURING THE
RENAISSANCE BY CONDUCTING RESEARCH.
(1, 3, 8, 7, 9) [NS: H1.(9-12).12, G5.(9-12).7, G8.(9-12).2]
3.2.A
SUGGESTION: Students will be placed into one of six groups and assigned to research one of
the developments listed above. Using the information collected, each group will create a multimedia presentation synthesizing the data collected. Students will then participate in a Gallery
Walk* to review each group’s presentation. Students will use the information collected to draft
an essay on a current innovation whose origin can be traced back to discoveries and
advancements make during the Renaissance.
3.2.B
SUGGESTION: Students will create a PowerPoint presentation on developments in art during
the Renaissance. Students will be placed in small groups and give a specific artist or specific
time frame to research. Students will research examples of Renaissance art and artists and
analyze significant developments during that time period, and explain how the culture of the
Renaissance is represented through the artwork of the period.
3.2.C
SUGGESTION: Students will conduct research on the achievements and contributions of
leading figures in the Renaissance. Using an annotated timeline, students will describe the
early life, significant experiences, and major contributions of their selected figure.
3.2.D
CULTURAL CONNECTION: Students will brainstorm a list of people they know who could be
considered a “Renaissance Person.” Students will gather pictures, words, and music that
illustrate/explain how the individual fits the definition of “Renaissance Person.” Students will
present their “Renaissance Person” using a poster or multi-media presentation.
3.3
STUDENTS WILL EXPLAIN THE CAUSES OF THE REFORMATION AND ITS EFFECTS IN
EUROPE AND THE WORLD BY APPLYING WRITING STRATEGIES.
(1, 3, 8) [NS: H1.(9-12).13]
3.3.A
SUGGESTION: Students will use the Reporter’s Formula* (Who? What? Where? When?
Why? and How?) to brainstorm causes of the Reformation and the effects of the Reformation in
Europe and the world. Students will organize information into the flow chart below. Students will
then develop a plan for writing a cause-and-effect essay that enables the reader to follow the
causes and effects.
Cause
Effect
Reformation
Cause
Effect
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3.4
STUDENTS WILL ANALYZE THE ROLE OF MARTIN LUTHER AND OTHER PROMINENT
REFORMERS DURING THE REFORMATION BY UTILIZING TEXT READING STRATEGIES.
(1, 3, 8) [NS: H1]
3.4.A
SUGGESTION: Before reading, students will consult a variety of sources to build context and
background on the Reformation, Martin Luther, Ulrich Zwingli, and John Calvin. While reading,
students will use Cornell Notes* to comprehend and record important ideas and events
associated with the Reformation and the Reformers. After reading, students will use the
information to draw conclusions and to make connections about the role the Reformers played
or contributed to the Protestant Reformation.
4.
EXPLORATION
4.1
STUDENTS WILL SUMMARIZE THE ROLES OF NATIONALISM, ECONOMICS, AND
RELIGIOUS RIVALRIES IN THE AGE OF EXPLORATION BY UTILIZING TEXT READING
STRATEGIES.
(1, 5, 8) [NS: H2, G7.(9-12).4, G7.(9-12).7, G8.(9-12).1]
4.1.A
SUGGESTION: Prior to reading, students will create the three way graphic organizer below.
While reading about the Age of Exploration, students will collect and record information on the
organizer. After reading, students will participate in a Socratic Seminar* where they will discuss
the roles of nationalism, economics, and religious rivalries on the exploration of new territories.
Nationalism
Economics
Religious
4.2
STUDENTS WILL EXAMINE THE DEVELOPMENT OF MONARCHIES AND THEIR
EFFECTS ON CENTRALIZED GOVERNMENT, COMMERCE, TRADE, AND RELIGION BY
UTILIZING TECHNOLOGY RESOURCES.
(1, 4, 9) [NS: H2.(9-12).18, G6.(9-12).1]
4.2.A
SUGGESTION: Using reliable websites, students will research the development of monarchies
and create an annotated timeline* illustrating the rise of monarchies in Europe. In small groups,
students will then gather details about a single monarchy and present their findings as a page
from an encyclopedia.
4.2.B
SUGGESTION: Using information obtained from the ABC-CLIO database*, students will read
the text of the Constitutions of Clarendon (1164) which established how the state would
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address crimes involving clergymen. In small groups, the students will paraphrase the 16
articles in their own words, identify three ways in which the document establishes the authority
of the king over the Church, and assess the shift in power and authority between the monarchy
and the Church. Students will create a podcast that details the social, political, and economic
implications of the document.
4.3
STUDENTS WILL DISCUSS THE EUROPEANS’ REASONS FOR EXPLORING AND
COLONIZING THE REST OF THE WORLD BY COLLABORATING WITH PEERS.
(1, 4, 9) [NS: H2, G6.(9-12).8, G8.(9-12).3-4]
4.3.A
SUGGESTION: Students will work in teams to collect information on why one European
country engaged in colonization and exploration (e.g., Spain’s desire to share in the spice
trade). Students will then participate in a mock “United Nations” meeting where students defend
their country’s actions.
4.3.B
SUGGESTION: Using information obtained from the ABC-CLIO database*, students will read
excerpts from a letter from Hernando Cortes to Spain’s King Charles V describing Mexico and
its people. Using a Table Top Blog*, students will have a discussion on how Cortes’ writings
supported Spain’s justification of imperial expansion.
4.4
STUDENTS WILL COMPARE AND CONTRAST THE EFFECTS OF EXPLORATION ON
BOTH EUROPEAN AND COLONIAL SOCIETIES BY SEEKING INFORMATION FROM
VARIED SOURCES TO DEVELOP INFORMED OPINIONS.
(1, 2, 7, 9) [NS: H2, G7.(9-12).2, G7.(9-12).5]
4.4.A
SUGGESTION: Students will locate, collect, and analyze information about Britain’s
colonization of Africa from a variety of historical texts both fiction and nonfiction (e.g., excerpts
from Joseph Conrad’s Heart of Darkness and Chinua Achebe’s Things Fall Apart). Students will
then develop an argument against or in support of Britain’s actions.
4.4.B
SUGGESTION: Using Multiple Sources-Multiple Perspectives*, students will read texts
describing exploration from Europe to Colonial Societies. Students will summarize their
thoughts in an Exit Slip*.
4.4.C
SUGGESTION: Students will draw a map showing the settlements of the English, French,
Spanish, and Dutch in the Americas. Students will create a key using a different color for each
settlement. Using the textbook, and primary and secondary sources, students will conduct
research and determine the main ways that each nation made money in the Americas.
Students will include symbols that represent their economies of each settlement on the map.
4.5
STUDENTS WILL ANALYZE THE REACTIONS OF THE PEOPLE AND GOVERNMENTS TO
THE ARRIVAL OF EUROPEAN EXPLORERS BY UTILIZING AND/OR INTERPRETING
PRIMARY AND SECONDARY SOURCES.
(1, 4, 9) [NS: H2]
4.5.A
SUGGESTION: Students will divide into small groups. Students will locate, collect, and
analyze information from primary and secondary sources on one of the following figures:
Prince Henry of Portugal, Bartholomeu Dias, Vasco da Gama, Christopher Columbus, Pedro
Alvares Cabral, Amerigo Vespucci, Vasco Nunez de Balboa, or Ferdinand Magellan. Students
will then write a journal entry from the point of view of a native who witnesses the figure’s arrival
and impact.
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4.6
STUDENTS WILL COMPARE THE ECONOMIC AND SOCIAL IMPORTANCE OF SLAVERY
WITH OTHER FORMS OF COERCED LABOR FROM ANCIENT TIMES TO THE PRESENT
BY UTILIZING AND/OR CREATING MAPS, GRAPHS, AND DIAGRAMS.
(1, 2, 4, 8) [NS: H1, H2, G5.(9-12).5]
4.6.A
SUGGESTION: Students will research the practice, economic importance, and social impact of
slavery beginning with Shang-dynasty in China (c. 1500-1066 BC) through the abolishment of
slavery in the United States in the 1865. Students will create an annotated timeline to illustrate
the long and varied history of slavery throughout the world. Students will then create a bar
graph to compare and contrast the different forms of slavery (e.g., chattel slavery, serfdom,
indentured labor) including their impact on the economy and social values of the affected
societies.
4.7
STUDENTS WILL ANALYZE THE IMPACT OF THE AFRICAN SLAVE TRADE ON THE
AFRICAN, AMERICAN, AND LATIN AMERICAN COLONIES BY PRESENTING
INFORMATION ORALLY, IN WRITING, AND/OR THROUGH TECHNOLOGY
PRESENTATIONS.
(1, 2, 4, 5, 8) [NS: H3, G6.(9-12).5-6]
4.7.A
CULTURAL CONNECTION: After tracing the African slave trade throughout the world,
students will demonstrate the impact of the slave trade on the colonies of the New World with
interactive graphs and maps which students will present to the class.
4.8
STUDENTS WILL EXPLAIN THE CHANGES THAT OCCURRED WHEN THE AFRICAN
SLAVE TRADE WAS BANNED BY APPLYING WRITING STRATEGIES.
(1, 5, 7, 8) [NS: H3, G6.(9-12).5-6]
4.8.A
CULTURAL CONNECTION: Students will write an eyewitness account from the point of view
of a slave, the captain of a slave ship, a slave trader, a plantation owner, or William
Wilberforce, explaining what happened in the American colonies or British Empire during the
aftermath of banning the Atlantic Slave Trade.
4.9
STUDENTS WILL COMPARE THE TREATMENT OF AFRICAN AND MUSLIM SLAVERY BY
UTILIZING AND/OR INTERPRETING PRIMARY AND SECONDARY SOURCES.
(1, 5, 8) [NS: H3, G7.(9-12).6]
4.9.A
CULTURAL CONNECTION: Using primary and secondary resources at the United States
Library of Congress (www.loc.gov), students will gather information about the treatment of the
African and Muslim slavery. Students will compare the treatment of the African and Muslim
slaves in a Quaker Reading*.
4.10
STUDENTS WILL DEFINE PROPERTY RIGHTS AND COMPARE THE RIGHTS OF PEOPLE
LIVING IN THE COLONIES BY UTILIZING AND/OR CREATING MAPS, GRAPHS, AND
DIAGRAMS.
(1, 4, 9) [NS: H2, E11.(9-12).6, C13]
4.10.A
SUGGESTION: Students will brainstorm definitions for the term property rights and how the
definitions changed over time.
4.10.B
CULTURAL CONNECTION: Students will collect information on the rights of people living in
the colonies (e.g., Native Americans living in Central Mexico following the arrival of the
Conquistadors) and record the information in a table.
4.11
STUDENTS WILL EXPLAIN THE USE OF CASH CROPS TO STRENGTHEN THE EMPIRE
AND WEAKEN THE INDIVIDUAL COLONIES BY APPLYING WRITING STRATEGIES.
(1, 5, 8) [NS: H2, E9]
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4.11.A
SUGGESTION: Students will use the Reporter’s Formula* (Who? What? Where? When?
Why? and How?) to brainstorm the use of cash crops to strengthen the empire and weaken the
colonies. Students will then develop a plan for writing a newspaper front page explaining the
purpose of such practice.
5.
ENLIGHTENMENT AND REVOLUTION
5.1
STUDENTS WILL TRACE THE IMPACT THE RENAISSANCE HAD IN THE
PHILOSOPHICAL SHIFTS THAT LED TO THE AGE OF ENLIGHTENMENT BY UTILIZING
AND/OR CREATING MAPS, GRAPHS, AND DIAGRAMS.
(1, 3, 9) [NS: H1]
5.1.A
SUGGESTION: Students will host a “Makeover Show” to demonstrate how understandings of
the physical world changed between the Renaissance and the Enlightenment. Using the chart
below, students will explore the philosophy or world view on each. Students will then choose a
painting, piece of music, and/or a selection of text to illustrate the differing view—Before/After.
Man
God
Society
Nature
Renaissance
Enlightenment
5.2
STUDENTS WILL IDENTIFY THE INFLUENCE OF THE ENLIGHTENMENT ON THE
WESTERN WORLD, E.G., PHILOSOPHY, SCIENCE, FINE ARTS, GOVERNMENT, AND
LITERATURE BY UTILIZING AND/OR INTERPRETING PRIMARY AND SECONDARY
SOURCES.
(1, 4, 6, 9) [NS: H1.(9-12).14]
5.2.A
SUGGESTION: Students will read “Two Treatises on Government” by John Locke and the
United States Bill of Rights and the Declaration of Independence. Students will generate a list
of excerpts/passages from the Bill of the Rights that incorporate the philosophy of John Locke
as expressed in his treatise. Students will then explain how the ideas expressed in the Bill of
Rights extend from the ideals found in the Enlightenment.
5.2.B
SUGGESTION: Using information obtained from the ABC-CLIO database*, students will read
excerpts from Galileo’s letter to the Grand Duchess Christiana of Tuscany (1615) in which he
hopes to persuade her that his scientific work does not contradict the Bible. Using a Table Top
Blog*, the students will discuss the ways in which Galileo defends his scientific approach to the
universe.
5.2.C
SUGGESTION: Using information obtained from the ABC-CLIO database*, students will
research the following Enlightenment thinkers and complete the chart below.
Enlightenment Thinker
Isaac Newton
Baron de Montesquieu
John Locke
Denis Diderot
Jean-Jacques Rousseau
5.3
Important Publications
Basic Ideas/Contributions
STUDENTS WILL ANALYZE THE MUTUAL INFLUENCE BETWEEN WESTERN
ENLIGHTENMENT AND THE NON-WESTERN WORLD IN THE AREAS OF PHILOSOPHY,
SCIENCE, FINE ARTS, GOVERNMENT, AND LITERATURE BY RESPONDING TO
HISTORICAL TEXT/LITERATURE.
(1, 4, 6, 9) [NS: H1]
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5.3.A
SUGGESTION: Students will read “The Social Contract” by Jean-Jacques Rousseau and
apply Rousseau’s proposition, “individuals choose to give up their self-interest in favor of the
common good” to understanding the system of feudalism as employed by the Tokugawa
shogunate. Students will explore feudal society to determine how the Western Enlightenment
impacted Japan’s move toward modernity.
5.4
STUDENTS WILL ANALYZE THE FACTORS THAT LED TO THE AMERICAN REVOLUTION
BY CONDUCTING RESEARCH.
(1, 6, 9) [NS: H3.(9-12).16]
5.4.A
SUGGESTION: Students will gather and record information from a variety of online, print, and
non-print sources about the events and factors preceding the American Revolution. Students
will compile the information into a timeline that illustrates the factors leading up to the American
Revolution.
5.4.B
SUGGESTION: Students will read the Declaration of Independence (1776). In small groups,
students will identify the purpose of the document, the principles that govern the signers of the
document, the major grievances against the king, and the methods to address the grievances.
Students will then identify an issue in the world, the community, or school and write a
declaration for change. The declaration will include a purpose, principles, grievances, and
methods or solutions.
5.5
STUDENTS WILL DESCRIBE THE INFLUENCE OF THE AMERICAN REVOLUTION ON
EUROPE AND THE AMERICAS BY APPLYING WRITING STRATEGIES.
(1, 6, 8) [NS: H2]
5.5.A
SUGGESTION: Students will complete a Compare/Contrast Y-Chart* identifying how the
American Revolution affected the rest of the world. Students will share charts with a partner
and add ideas as needed. Students will then draft multi-paragraph essays describing one
influence the American Revolution had on Europe.
5.5.B
SUGGESTION: Using Compare/Contrast Y-Chart*, students will read the Declaration of Rights
of Man and of the Citizen (1789) and compare it to the Declaration of Independence (1776).
Students will identify the similarities and differences between the two documents, and write a
justification statement for why both America and France sought independence.
5.6
STUDENTS WILL EXPLAIN HOW GREEK AND ROMAN CIVILIZATIONS INFLUENCED THE
DEVELOPMENT OF DEMOCRATIC AND REPUBLICAN GOVERNMENTS IN MODERN
SOCIETIES INCLUDING THE INFLUENCE ON THE AMERICAN FOUNDING FATHERS BY
UTILIZING AND/OR INTERPRETING PRIMARY AND SECONDARY SOURCES.
(1, 4, 8) [NS: H2.(9-12).19, H3, G7.(9-12).3]
5.6.A
SUGGESTION: Students will trace the development of democracy and republics by consulting
a variety of sources such as letters, pictures, quotes, and excerpts of actual documents as well
as accounts written by other people. Students will then create a historical record that explains
how modern governments are rooted in Greek and Roman civilizations.
5.7
STUDENTS WILL EXPLAIN THE WAYS THE FRENCH REVOLUTION CHANGED THE
RELATIONSHIP BETWEEN THE MONARCH AND THE CITIZENS BY UTILIZING TEXT
READING STRATEGIES.
(1, 4, 8) [NS: H3.(9-12).17]
5.7.A
SUGGESTION: Students will preview the unit on the French Revolution in the textbook.
Students will then list questions they have about the French Revolution using the Reporter’s
Formula* (Who? What? Where? When? Why? and How?). While reading, students will record
information related to their questions. After reading, students will re-enter the text to gather
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information about the French monarchy and its relationship with its subjects. Finally, students
will complete a T-Chart* on how the relationship between the French monarchy and its subjects
changed as a result of the French Revolution.
5.8
STUDENTS WILL DESCRIBE THE INFLUENCE OF NAPOLEON ON THE MODERN MAP
AND EUROPEAN COUNTRIES BY UTILIZING AND/OR INTERPRETING PRIMARY AND
SECONDARY SOURCES.
(1, 4, 8) [NS: G6.(9-12).5]
5.8.A
SUGGESTION: Students will study maps and letters and trace Napoleon’s military campaigns
(Napoleonic Wars) across Europe. Students will then describe Napoleon’s legacy to the
modern world in a student led discussion.
5.8.B
SUGGESTION: The Napoleonic Code incorporated the ideas of the French Revolution with the
customary law of northern France and the Roman law of the south of France. Not only did it
change the lives of the French, but it also influenced law in Europe, South America, the state of
Louisiana, and the province of Quebec. Students will read the translation of the code at
http://www.napoleon-series.org/research/government/c_code.html, and write a paragraph about
the code’s weaknesses.
5.9
STUDENTS WILL EXPLAIN THE CONNECTION BETWEEN NAPOLEON AND THE LATIN
AMERICAN REVOLUTIONS BY APPLYING WRITING STRATEGIES.
(1, 4, 8) [NS: H3]
5.9.A
SUGGESTION: Students will gather information about the Enlightenment, the French
Revolution, and Napoleon’s move into Portugal and Spain. Students will put the information into
a cause-and-effect organizer. Students will choose one cause-and-effect relationship to explain
in an Exit Slip*.
5.9.B
SUGGESTION: Using information obtained from the ABC-CLIO database*, students will
research the influence of Napoleon on Simon Bolivar by reading Simon Bolivar: Letter to
Jamaica (1815). Using Multiple Sources-Multiple Perspectives*, students will compare and
contrast Bolivar’s letter to the Declaration of Independence, and the Declaration of the Rights of
Man and of the Citizen.
5.10
STUDENTS WILL COMPARE THE LATIN AMERICAN REVOLUTIONS FROM SPAIN AND
PORTUGAL BY UTILIZING AND/OR CREATING MAPS, GRAPHS, AND DIAGRAMS.
(1, 4, 8) [NS: H3]
5.10.A
SUGGESTION: Students will work in small groups. Using a large sheet of post-it paper,
students will create a large Venn diagram* in which they will compare-and-contrast the South
American Revolutions from Spain and Portugal.
5.10.B
SUGGESTION: Using a Compare/Contrast Y-Chart*, students will identify the differences
between Mexico’s independence movement from other Latin American countries.
6.
NATION-BUILDING AND INDUSTRIALIZATION
6.1
STUDENTS WILL ANALYZE THE CULTURAL, SOCIAL, AND ECONOMIC CHANGES THAT
OCCURRED AS A RESULT OF INDUSTRIALIZATION AND THE INDUSTRIAL
REVOLUTION BY PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR
THROUGH TECHNOLOGY PRESENTATIONS.
(1, 7, 8) [NS: H1.(9-12).15, G6.(9-12).1, G7.(9-12).8]
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6.1.A
SUGGESTION: Students will imagine they have moved from a rural village to London or Paris
in the late 1800s. Using pictures and words, students will create a photo album that illustrates
how life in the city differs from life in the country, specifically as a result of the Industrial
Revolution.
6.1.B
SUGGESTION: Using information obtained from the ABC-CLIO database*, students will
conduct research on the early societal changes in England during the 1700s. Students will
specifically research new imports, population growth, lifestyle changes, and supply and
demand. Students will hold a class discussion on how these social and economic changes are
similar to or different from the ones that we deal with today.
6.2
STUDENTS WILL EXPLAIN THE CHANGING ROLES OF CLASS AND GENDER AS A
RESULT OF ECONOMIC CHANGES DURING THE INDUSTRIAL, AMERICAN, AND
FRENCH REVOLUTIONS BY PRESENTING INFORMATION ORALLY, IN WRITING,
AND/OR THROUGH TECHNOLOGY PRESENTATIONS.
(1, 2, 7, 8) [NS: H3.(9-12).22]
6.2.A
SUGGESTION: Students will work in small groups to develop a television documentary on the
Industrial, American, and French Revolutions. The hour-long segment will consist of segments
that examine the changing roles of class and gender that resulted from changes in the
economy, society, and opportunity. Students will use a variety of print and non-print sources to
plan their documentary. Students will produce a script outline, a list of visuals, and a list of
interview subjects. Students will present their plans to the class.
6.2.B
SUGGESTION: Using information from the Colonial Williamsburg website,
http://www.history.org/history/teaching/runaway.cfm, students will participate in a Table Top
Blog* and analyze the advertisements placed by owners of runaway slaves.
6.2.C
SUGGESTION: Using information obtained from the ABC-CLIO database*, students will
research the impact of the American Revolution on Native Americans, women, and enslaved
Africans, and in an Exit Slip*, summarize the denial of rights to these individuals.
6.3
STUDENTS WILL DESCRIBE CONDITIONS IN EARLY FACTORIES BY RESPONDING TO
HISTORICAL TEXT/LITERATURE.
(1, 7, 8) [NS: H3.(9-12).2]
6.3.A
SUGGESTION: Students will read a variety of literary and historical selections by nineteenth
century authors such as Herman Melville and Charles Dickens (“Hard Times”) who provided
realistic treatment of working conditions, William Wordsworth who contemplated the artist’s role
in a mechanical age, and Thomas Carlyle who examined cultural changes to understand the
advantages and disadvantages of city life in the late 1800s. Students will then write an essay
where they describe the standard of living for factory workers from the point of view of a worker.
6.3.B
SUGGESTION: Students will explore the Slatersville Mill Village website at
http://www.woonsocket.org/histsite.htm. Using a Double Entry Journal*, students will record
their thoughts on the living conditions and daily life as a person who resides in the mill village.
6.4
STUDENTS WILL EXPLAIN HOW INDUSTRIALIZATION AND THE RAILROAD ARE
RELATED BY APPLYING WRITING STRATEGIES.
(1, 7, 8) [NS: H3.(9-12).3, H3.(9-12).18]
6.4.A
SUGGESTION: Students will imagine that they are railroad workers during the Industrial
Revolution. Students will write three diary entries recording the events of their entire day
including specific details about the person’s life such as observations, feelings, and emotions.
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6.4.B
SUGGESTION: Students will conduct research on one of the following inventors: Gottlieb
Daimler, James Watt, Henry Ford, or Robert Fulton. Using the criteria from the National
Inventors Hall of Fame at http://www.invent.org/hall_of_fame/1_0_0_hall_of_fame.asp,
students will write a nomination statement for one of the above inventors and include their
name, name of invention, description of invention, and specific examples or how this invention
impacted people’s daily lives.
6.5
STUDENTS WILL EXAMINE THE ROLES OF NATIONALISM, IMPERIALISM, AND
RELIGION IN THE BUILDING AND DEVELOPMENT OF NATIONS BY PRESENTING
INFORMATION ORALLY, IN WRITING, AND/OR THROUGH TECHNOLOGY
PRESENTATIONS.
(1, 3, 9) [NS: H2.(9-12).16, H3]
6.5.A
SUGGESTION: Students will divide into small groups and assume a nation. Students will
conduct research on their nation and examine the roles of nationalism, imperialism, and religion
in the development of their nation. Students will participate in an interactive blog*. Students will
use blackboard and/or iPod technology to share information and ask questions.
6.5.B
SUGGESTION: Using information obtained from the ABC-CLIO database*, students will read
excerpts from the Berlin Conference General Act (1885). In small groups, students will prepare
answers to the following discussion questions:
How did the Berlin Conference General Act affect the lives of such different types of people as
a European merchant, a European missionary, a slave trader, an African religious figure, an
African villager, or a member of the European military?
For each of these people, is the Act an advantage or an obstacle to achieving his or her goals?
6.5.C
SUGGESTION: Using information obtained from the ABC-CLIO database*, students will read
American Anti-Imperialist League Platform (1899), and Albert J. Beveridge’s speech in support
of an American empire (1900). In small groups, students will respond to the following questions
and then write a paragraph supporting one argument over the other:
What deeply held values and principles are used to support the recommended course of action
in each piece?
What is the role and the duty of government as expressed in each piece?
What are the opportunities and advantages that await if the recommended course of action is
taken?
Which argument do you find more persuasive?
6.6
STUDENTS WILL SUMMARIZE THE CONCEPTS AND RESULTS OF THE RISE OF
COMMERCIAL TRADING CENTERS AND URBANIZATION, AND THEIR EFFECTS ON
SOCIAL, POLITICAL, AND ECONOMIC INSTITUTIONS AROUND THE WORLD BY
UTILIZING TEXT READING STRATEGIES.
(1, 5, 8) [NS: H2.(9-12).17]
6.6.A
SUGGESTION: Using Cornell Notes*, students will list main ideas from the reading on the left
side and details from the reading on the right. Students will write a summary of the reading at
the bottom of each notes page. After reading, students will synthesize their notes into a
summary of a particular commercial trading center and its effects on social, political, and
economic institutions around the world.
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6.7
STUDENTS WILL ANALYZE THE RISE OF NATIONAL ECONOMIES, THE EMERGENCE
OF FREE MARKETS, AND DEMOCRATIC CAPITALISM INCLUDING THE DEVELOPMENT
OF THE NATION STATE BY APPLYING WRITING STRATEGIES.
(1, 2, 5, 8) [NS: H2.(9-12).20, E11.(9-12).7]
6.7.A
SUGGESTION: Students will brainstorm the causes and effects of democratic capitalism on
other world economies including the ideology and political, economic, and social systems
needed to support it. Students will then draft a cause-and-effect essay to discuss the rise of
democratic capitalism and the development of the nation state.
6.8
STUDENTS WILL ANALYZE THE CAUSES AND CONSEQUENCES OF NATIONALIST
RESPONSES TO EUROPEAN EMPIRES IN EUROPE AND AROUND THE WORLD BY
UTILIZING TEXT READING STRATEGIES.
(1, 4, 8) [NS: H3.(9-12).16]
6.8.A
SUGGESTION: Before reading, students will consult a variety of sources to build context and
background on the Bolshevik Revolution in Russia. Students will use Triads* in order to
comprehend and discuss important ideas and events associated with the Bolshevik Revolution.
During the Triads, students will include conclusions and connections about the role of Marxism
and Leninism in developing the communist Union of Soviet Socialist Republics.
6.8.B
SUGGESTION: Using Cornell Notes*, students will organize information on Kaiser Wilhelm I
and describe his political and social points of view. Using information obtained from the ABCCLIO database*, students will read Wilhelm I-Proclamation Declaring the Unification of
Germany (1871) and identify statements within the proclamation that conflict with the Kaiser’s
social and political beliefs.
6.9
STUDENTS WILL SUMMARIZE THE IMPACT OF IMPERIALISM AND COLONIAL RULE ON
AFRICAN, ASIAN, AND LATIN AMERICAN PEOPLES AND THE RESULTING
INDEPENDENCE MOVEMENTS IN AFRICA, ASIA, AND LATIN AMERICA BY
CONDUCTING RESEARCH.
(1, 2, 4, 8) [NS: H4.(9-12).11, G6.(9-12).3]
6.9.A
SUGGESTION: Students will be divided into four groups: Africa, South America, Southeast
Asia, and India. Each group will conduct research and prepare a bulletin board display that will
show how imperialism affected their part of the world.
6.9.B
SUGGESTION: Students will read Rudyard Kipling’s poem, “The White Man’s Burden.” In
small groups, students will answer the following questions:
What was “the white man’s burden”?
What did Kipling mean by “exile”?
Who were the “captives”?
What is meant by the phrase “To seek another’s profit, And work another’s gain”?
What does Kipling predict will happen “when your goal is nearest”?
According to this poem, what rewards will the white man reap for his efforts?
As a whole class, the students will debate whether or not the poem reflects imperialistic or antiimperialistic sentiments.
6.9.C
SUGGESTION: Using information obtained from the ABC-CLIO database*, students will read
Millard Fillmore: Letter to Emperor Komei of Japan (1852) and a letter from Commodore Perry,
also to Emperor Komei (1853). In small groups, students will compare and contrast the letters,
and imagine possible reactions from Japan’s shogun. From the viewpoint of Japan’s shogun,
students will write a short response to each man, identifying several reasons for either
accepting or not accepting their demands for a treaty.
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6.9.D
SUGGESTION: Using a Learning Log*, students will conduct research on the history of the
Mughal Empire of India. In small groups, students will identify the similarities and differences
between the Mughal Empire and the Muslim and Hindu factions that exist in present day
Pakistan and India.
6.9.E
SUGGESTION: Students will be divided into small groups and assigned one of the following
African countries: Somalia, Republic of South Africa, Angola, Democratic Republic of Congo,
Nigeria, or Chad. Students will create an annotated timeline* showing the history of imperialism
in that country, and how it is still affecting the country today.
6.10
STUDENTS WILL DESCRIBE THE IMPACT OF INCREASINGLY EFFECTIVE
COMMUNICATIONS BY SEEKING INFORMATION FROM VARIED SOURCES TO
DEVELOP INFORMED OPINIONS.
(7, 9) [NS: G8.(9-12).2, H1.(9-12).9]
6.10.A
SUGGESTION: Using R.E.A.P.*, students will select and research one form of communication
that has been used or is presently being used. Based on their reading, students will include
discussion that reveals the benefits and drawbacks of this means of communication.
6.11
STUDENTS WILL SUMMARIZE THE CONCEPTS AND RESULTS OF THE METHODS
JAPAN USED TO CHANGE FROM BEING A FEUDAL SOCIETY TO BECOMING AN
INDUSTRIAL NATION IN ONE GENERATION BY UTILIZING TECHNOLOGY RESOURCES.
(1, 2, 4, 8) [NS: H1, H2]
6.11.A
SUGGESTION: Students will trace Japan’s transition from a feudal society to an industrial
nation in notes they take while reading text(s) on the subject. Students will convert notes into a
timeline using pictures and words to illustrate the nation’s transition.
6.12
STUDENTS WILL COMPARE THE FEUDAL JAPANESE WARRIORS WITH THOSE OF
FEUDAL EUROPE BY UTILIZING AND/OR INTERPRETING PRIMARY AND SECONDARY
SOURCES.
(1, 2, 7, 8) [NS: H1, H2]
6.12.A
SUGGESTION: Groups of students will be assigned to research the feudal Japanese warriors
or the Japanese military, or the warriors of feudal Europe. After each group has gathered
information from primary and secondary sources, members will be reassigned to work with
others who had a different assignment, so they can compare and contrast the two fighters. The
new groups will create Venn Diagrams* on large sheets of post-it notes and use these to
individually write essays on the two soldiers.
6.13
STUDENTS WILL DISCUSS THE REASONS FOR JAPANESE EXPANSION INCLUDING
RESOURCES FOR FACTORIES AND IMITATION OF EUROPEAN POWERS BY
COLLABORATING WITH PEERS.
(1, 2, 8) [NS: H1, H2]
6.13.A
SUGGESTION: Students will collaborate in small groups to discuss and determine the reasons
for Japanese expansion and ways it was accomplished. Students will then share conclusions in
a Socratic Seminar*.
6.14
STUDENTS WILL DISCUSS THE UNITED STATES ATTEMPTS TO BECOME AN
INTERNATIONAL POWER BY CONDUCTING RESEARCH.
(1, 2, 9) [NS: H1, H2]
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6.14.A
SUGGESTION: Students will conduct research and complete It Says-I Say-And So* in which
they state and defend one reason why the United States was able to establish itself as a world
power since 1900.
6.15
STUDENTS WILL ANALYZE HOW INDUSTRIALIZATION, MIGRATION, CHANGING DIETS,
AND SCIENTIFIC AND MEDICAL ADVANCES HAVE AFFECTED WORLDWIDE
DEMOGRAPHICS BY PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR
THROUGH TECHNOLOGY PRESENTATIONS.
(1, 2, 9) [NS: H1.(9-12).16]
6.15.A
SUGGESTION: Students will be assigned to one group in which they will study how
industrialization, migration, changing diets, or scientific and medical advances affect worldwide
demographics. Each group will develop a multimedia presentation in which they share their
findings.
6.15.B
SUGGESTION: Using information obtained from the ABC-CLIO database*, students will
conduct research on the World’s Columbian Exposition in 1893 Chicago. In small groups,
students will draft a proposal for a new world’s fair that will reflect the entertainment, society,
and culture of 1900. Students will put together a PowerPoint proposal that will include a theme,
location, budget, dates, and possible exhibits. Students will present their proposals to the
class.
7.
WORLD WARS
7.1
STUDENTS WILL DESCRIBE AND INTERPRET THE CAUSES AND EFFECTS OF WORLD
WAR I INCLUDING THE ECONOMIC AND POLITICAL IMPACT BY UTILIZING AND/OR
INTERPRETING PRIMARY AND SECONDARY SOURCES.
(1, 6, 8) [NS: H4.(9-12).1, H4.(9-12).14]
7.1.A
SUGGESTION: Students will examine primary and secondary sources to complete Multiple
Sources-Multiple Perspectives* on the origins of World War I and then participate in a class
debate on this topic. Students will debate which countries were most or least responsible for
starting World War I.
7.1.B
SUGGESTION: Students will read excerpts from the Treaty of Versailles (1919) and discuss
the major provisions, including the League of Nations, Territorial Losses, Military Restrictions,
and War Guilt. Students will choose one of the provisions and write a one page essay on how
that provision led to World War II.
7.2
STUDENTS WILL ANALYZE HOW TECHNOLOGICAL ADVANCEMENTS IN WEAPONRY
AFFECTED THE FIGHTING AND OUTCOME OF WORLD WAR I BY SEEKING
INFORMATION FROM VARIED SOURCES TO DEVELOP INFORMED OPINIONS.
(6, 7, 8) [NS: H2]
7.2.A
SUGGESTION: Students will select a technological advancement in weaponry and research its
development and use during World War I. Each student will then write an advertisement for the
technological advancement including opinions with support on how the technological
advancement impacted the outcome of the War.
7.2.B
SUGGESTION: Using primary source images obtained from the ABC-CLIO database*,
students will evaluate life in the trenches for World War I troops. Using a Table Top Blog*,
students will discuss the benefits and drawbacks of trench warfare to the soldier.
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7.3
STUDENTS WILL DESCRIBE THE CAUSES AND EFFECTS OF THE RUSSIAN
REVOLUTION BY UTILIZING TEXT READING STRATEGIES.
(6, 7, 8) [NS: H4.(9-12).12]
7.3.A
SUGGESTION: Using B-K-W-L-Q*, students will reveal what they know about the causes and
effects of the Revolution. At the end of the unit, the students will write about what they learned
and what information from their original writing was dispelled.
7.3.B
SUGGESTION: Using a Table Top Blog*, students will read Nicholas II: Abdication (1917) and
discuss how this led to the Russian Revolution.
7.3.C
SUGGESTION: Using information obtained from the textbook and other sources, students will
complete the following chart describing the causes and effects of the Russian Revolution
Causes
Causes and Effects of Two Russian Revolutions
Russian Revolution of 1917
Effects
7.4
STUDENTS WILL DESCRIBE THE CAUSES OF WORLD WAR II, INCLUDING THE
LEGACY OF WORLD WAR I AND THE RISE OF TOTALITARIAN STATES BY APPLYING
WRITING STRATEGIES.
(6, 7, 8) [NS: H2.(9-12).11]
7.4.A
SUGGESTION: Students will complete the following chart, and generate their own definition for
a totalitarian state. Students will examine modern states and determine if they meet the
definition of totalitarianism.
Totalitarianism
Key Traits
Description
7.4.B
SUGGESTION: Students in class will discuss how the legacy of World War I and the rise of
totalitarian states served as causes for World War II. Afterwards, students will write a multiparagraph essay in which they explain what they believed to be the three major causes of
World War II.
7.4.C
SUGGESTION: Students will listen to a 1939 radio broadcast by British prime minister Neville
Chamberlain announcing Great Britain’s declaration of war against Germany at
http://www.otr.com/neville.html. Students will write a one-page response identifying
Chamberlain’s reasons for declaring war.
7.4.D
SUGGESTION: Students will create an annotated timeline* of the aggressive acts of Japan,
Italy, and Germany that led to World War II.
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7.5
STUDENTS WILL EXPLAIN THE DIFFERENT WAR TIME STRATEGIES USED BY THE
AXIS AND ALLIED POWERS DURING WORLD WAR II BY CONDUCTING RESEARCH.
(6, 9) [NS: H2]
7.5.A
SUGGESTION: Students will be assigned to groups that represent the different geographic
fronts on which World War II was fought. Students will analyze the war time strategies used by
the axis and allied powers and speculate on how different strategies that could have been used
to affect the results of different battles. Students will partner with students to share the different
war time strategies.
7.5.B
SUGGESTION: Students will conduct research on the following wartime tactics used during
World War II: lightning attacks, blitzkrieg, Pearl Harbor, and the dropping of the atomic bomb.
Students will create a PowerPoint using pictures and primary source documents to demonstrate
the impact of their selected wartime tactic on the outcome of World War II.
7.6
STUDENTS WILL SYNTHESIZE THE CAUSES AND CONSEQUENCES OF THE
HOLOCAUST INCLUDING THE IMPACT ON THE TARGETED GROUPS BY APPLYING
WRITING STRATEGIES.
(1, 6, 9) [NS: H3]
7.6.A
CULTURAL CONNECTION: Students will visit the web site, www.ushmm.org, along with other
sources to research the causes and consequences of the Holocaust. Students will then
continue their research on one specific group whose members were killed and explain the
impact of the Holocaust on these people.
7.6.B
CULTURAL CONNECTION: Using a Table Top Blog*, students will read various historical and
literary texts on the Holocaust and respond with written commentary. Students will then create
a character based on the accounts from their study and write a week’s worth of diary entries
from that character’s point-of-view.
7.6.C
CULTURAL CONNECTION: Students will read and study primary and secondary sources on
the liberation of the concentration camp prisoners at the end of World War II. Students will then
imagine that they are liberating Allied soldiers and compose letters home to their families in
which they recount their experience. Letters should reflect factual information from the sources
studied.
7.7
STUDENTS WILL ANALYZE THE CULTURAL, ECONOMIC, POLITICAL, AND
TECHNOLOGICAL EFFECTS OF WORLD WAR I AND WORLD WAR II ON THE WORLD BY
UTILIZING AND/OR CREATING MAPS, GRAPHS, AND DIAGRAMS.
(1, 6, 7, 9) [NS: H4.(9-12).14]
7.7.A
SUGGESTION: Students will select a World War and one of the following categories: culture,
economy, politics, and technology. Students will prepare a multimedia presentation that
incorporates maps, graphs, and diagrams explaining how the War they selected impacted their
chosen category.
7.7.B
SUGGESTION: Students will conduct research on the Nuremberg Trials based on the
perspective of one of the following: a Holocaust survivor, a Nazi war criminal, a German citizen,
a British soldier, and a United States politician. Using a Double Entry Journal*, the student will
detail their following of a Nuremberg trial where a former Nazi is being charged with one of the
following crimes: Crimes against the Peace, War Crimes, or Crimes Against Humanity.
7.7.C
SUGGESTION: Students create a graphic organizer comparing and contrasting the League of
Nations to the United Nations. Students will create an annotated timeline* of how the United
Nations has maintained world peace over the last 20 years.
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7.8
STUDENTS WILL DESCRIBE AND INTERPRET THE CAUSES AND THE EFFECTS OF
WORLD WAR I AND WORLD WAR II ON THE RELATIONSHIP BETWEEN THE UNITED
STATES AND EUROPE BY UTILIZING TECHNOLOGY RESOURCES.
(1, 6, 7, 9) [NS: H2.(9-12).21, H4.(9-12).1, G6.(9-12).4]
7.8.A
SUGGESTION: Students will be placed in five-member groups and be assigned a European
nation. Using the ABC CLIO databases*, each member in the group will research and analyze
the relationship between the United States and the assigned country during a specific period
from 1914 to the present. Students will create a Digital Scrapbook*, utilizing primary source
documents, that reflects the two nations’ relationship.
7.9
STUDENTS WILL ANALYZE THE CULTURAL, ECONOMIC, POLITICAL, AND
TECHNOLOGICAL EFFECTS OF THE CHINESE COMMUNIST REVOLUTION ON THE
WORLD BY APPLYING WRITING STRATEGIES.
(1, 6, 7, 9) [NS: H2.(9-12).21]
7.9.A
SUGGESTION: Students will create an annotated timeline* between 1946 and 1972 that
describes China’s changing relationship with the Soviet Union, the United States, Korea and
Vietnam; and depicts key events in China’s domestic policy.
7.9.B
SUGGESTION: Using primary and secondary sources, students will create a website* on the
evolution of communist China and include pages devoted to the following:
a. Advancing the cause of international communism
b. Contributions to international tensions between the communist and non-communist world
c. Diffusing tensions and keeping the peace
8.
COLD WAR AND BEYOND
8.1
STUDENTS WILL DISCUSS THE KEY PEOPLE, IDEAS, AND EVENTS OF THE COLD WAR
ERA AND ANALYZE THEIR IMPACT ON ECONOMIC AND POLITICAL POLICY BETWEEN
THE UNITED STATES AND THE REST OF THE WORLD BY UTILIZING TEXT READING
STRATEGIES.
(1, 6, 8) [NS: H4.(9-12).2]
8.1.A
SUGGESTION: Using Writing to Learn*, students will read about the Cold War. At the end of
the unit, the students will create an annotated timeline* and place the people, ideas, and events
on it to trace the history of the Cold War.
8.1.B
SUGGESTION: Using a Table Top Blog*, students will read the Marshall Plan, and excerpts
from the Truman Doctrine, and hold a discussion on the benefits and costs of containment.
8.1.C
SUGGESTION: Students will create an annotated timeline* of the events leading up to the
Cuban Missile Crisis, how the crisis was resolved, and the effects of the crisis, using primary
source documents and photographs.
8.2
STUDENTS WILL SUMMARIZE THE CAUSES AND EFFECTS OF THE COLD WAR ON THE
MIDDLE EAST, INCLUDING EGYPT, ISRAEL, AND AFGHANISTAN BY UTILIZING AND/OR
CREATING MAPS, GRAPHS, AND DIAGRAMS.
(1, 6, 8) [NS: H4]
8.2.A
SUGGESTION: Students will research the Cold War and its impact on the Middle East by
comparing and contrasting the War’s impact on two specific countries. Students will analyze
maps, graphs, and diagrams to determine if the impact helped or hindered the United States’
relationships with these nations.
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8.2.B
SUGGESTION: Students will create a map of Cold War Hot Spots in the Middle East between
1948-1975. Students will include pictures and primary source documents to detail specific
events in that region.
8.3
STUDENTS WILL SUMMARIZE THE CAUSES AND EFFECTS OF THE COLD WAR ON
ASIA, SPECIFICALLY EXAMINING THE IMPACT ON KOREA AND VIETNAM BY
APPLYING WRITING STRATEGIES.
(1, 6, 8) [NS: H4]
8.3.A
SUGGESTION: Students will create an annotated timeline* between 1949 and 1972 that
describes China’s changing relationship with the Soviet Union, the United States, Korea and
Vietnam; and depicts key events in China’s domestic policy.
8.3.B
SUGGESTION: Using a Compare/Contrast Y-Chart*, students will research the Cold War and
its impact on Japan and China. Students will analyze maps, graphs, and diagrams to determine
if the impact helped or hindered the United States’ relationships with these nations.
8.3.C
SUGGESTION: Using information obtained from the ABC-CLIO database*, students will
conduct research on international involvement during the Korean War and write an essay
addressing the following question:
In what ways did the Korean War bring about an international approach to conflict during the
1950? Compare your findings to a contemporary conflict in which the international community is
working together.
8.3.D
SUGGESTION: Using Multiple Sources-Multiple Perspectives*, students will research and
summarize the political, social, and economic causes and effects of the Vietnam War.
8.3.E
SUGGESTION: Using a Compare/Contrast Y-Chart*, students will identify the similarities and
differences between the United States’ involvement in Vietnam to their involvement in Iraq and
Afghanistan today.
8.4
STUDENTS WILL ANALYZE HOW INTERNATIONAL POLICIES CONTRIBUTED TO THE
END OF THE COLD WAR BY UTILIZING AND/OR INTERPRETING PRIMARY AND
SECONDARY SOURCES.
(1, 6, 8) [NS: H4.(9-12).3]
8.4.A
SUGGESTION: Students will select one international event or policy that they believe
contributed to the end of the Cold War. Students will research their subjects using primary and
secondary sources. Students will complete Identifying Bias and Loaded Language* for at least
two of the sources utilized.
8.4.B
SUGGESTION: Using primary and secondary sources obtained from the ABC-CLIO
database*, students will trace the origins of détente and its effect on the Cold War. Students will
summarize their findings in an Exit Slip*.
8.5
STUDENTS WILL SYNTHESIZE THE SIGNIFICANCE OF THE USSR BREAKUP
INCLUDING THE INTERNATIONAL AND ECONOMIC FACTORS THAT CONTRIBUTED TO
THE END OF THE COLD WAR AND THE FORMATION OF NEW NATIONS BY
PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR THROUGH TECHNOLOGY
PRESENTATIONS.
(1, 6, 8) [NS: H2.(9-12).22, H4.(9-12).15]
8.5.A
SUGGESTION: Students will research the breakup of the Soviet Union and its significance to
the international community. Students will be assigned to a small group that will be responsible
for researching one of the republics of the former Soviet Union and giving an oral presentation.
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Students should focus on securing information about the geographic features, the government,
the people, the resources, major industries, the cities, and daily life of the republic.
8.5.B
SUGGESTION: Students will conduct research on the fall of the Berlin Wall, the reunification of
Germany, and the impact of reunification on German population, family policy, immigration,
education, distribution of wealth, and global standing. On a classroom blog*, students will
discuss the impact of communism on German society and compare their current problems with
those of the United States.
8.6
STUDENTS WILL EXAMINE THE DECLINE OF COLONIAL RULE AND THE
DEVELOPMENT OF INDEPENDENT NATIONS BY CONDUCTING RESEARCH.
(1, 4, 6, 9) [NS: H4.(9-12).16]
8.6.A
SUGGESTION: Students will research the decline of colonialism in Africa or Asia and create a
timeline of colonial rule in one of the nations on those continents.
8.7
STUDENTS WILL DESCRIBE THE RISE OF TOTALITARIAN SOCIETIES IN EUROPE,
ASIA, AND LATIN AMERICA BY SEEKING INFORMATION FROM VARIED SOURCES TO
DEVELOP INFORMED OPINIONS.
(1, 4, 6, 9) [NS: H4.(9-12).17]
8.7.A
SUGGESTION: Students will research the rise of a totalitarian society in Europe, Asia, and
Latin America. Students’ research must include sources from a variety of online databases,
such as the ABC CLIO databases*. Students will then report findings to classmates in a
PowerPoint presentation or podcast.
8.8
STUDENTS WILL EXPLAIN THE IMPACT OF WORLD COMMERCE ON THE
RELATIONSHIPS BETWEEN DEVELOPED AND DEVELOPING NATIONS BY
COLLABORATING WITH PEERS.
(1, 5, 6, 9) [NS: H4.(9-12).18]
8.8.A
SUGGESTION: Students will work in small groups to write and perform a skit that illustrates
the impact of world commerce on the relationship between developed and developing nations.
8.9
STUDENTS WILL DESCRIBE THE SOCIAL, POLITICAL, AND ECONOMIC
CONTRIBUTIONS OF MODERN LATIN AMERICAN, AFRICAN, CHINESE, INDIAN, AND
JAPANESE CIVILIZATIONS BY PRESENTING INFORMATION ORALLY, IN WRITING,
AND/OR THROUGH TECHNOLOGY PRESENTATIONS.
(1, 4, 5, 6, 9) [NS: H4.(9-12).19]
8.9.A
SUGGESTION: Students will participate in a “World’s Fair.” They will each be assigned a
nation for which they must research the country’s social, political, and economic contributions to
modern society. Students will then create and man a “booth” at the mock World’s Fair, where
they will share their assigned nation’s achievements through creative presentations with
students from other classes.
9.
CONTEMPORARY GLOBAL ISSUES
9.1
STUDENTS WILL EXPLAIN THE OBJECTIVES OF VARIOUS INDEPENDENCE
MOVEMENTS AND ANALYZE THE POLITICAL FACTORS THAT CONTRIBUTED TO THE
CHANGE OF A NATION BY UTILIZING AND/OR CREATING MAPS, GRAPHS, AND
DIAGRAMS.
(1, 5, 9) [NS: H2.(9-12).23]
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9.1.A
SUGGESTION: Students will serve as writers and editors for a book entitled “Independence”
that is comprised of chapters that trace one country’s struggle for independence from foreign
rule. Individually or in groups, students will write one of the book’s chapters and incorporate
maps, graphs, and diagrams to describe a specific nation’s fight for self-rule. Examples include
Haiti, Guatemala, the Philippines, South Africa, India, Libya, and Sudan.
9.2
STUDENTS WILL ANALYZE HOW POST-WORLD WAR II SCIENCE AND TECHNOLOGY
AUGMENTED UNITED STATES ECONOMIC STRENGTH, TRANSFORMED DAILY LIFE,
AND INFLUENCED WORLD ECONOMIES AND POLITICS BY SEEKING INFORMATION
FROM VARIED SOURCES TO DEVELOP INFORMED OPINIONS.
(1, 5, 7, 9) [NS: H3.(9-12).12, H3.(9-12).18]
9.2.A
SUGGESTION: Students will select and research a scientific or technological advancement
developed post-World War II. Students will then create a brochure that explains the discovery
or invention’s contributions to American society and/or the international community.
9.2.B
SUGGESTION: Students will conduct research on cloning, green technology, nuclear energy,
and computers. Students will hold a class discussion on a blog* to discuss the impact of these
innovations on global politics and economics.
9.3
STUDENTS WILL ANALYZE MAJOR NEWS EVENTS AND THEIR IMPACT AT THE LOCAL,
STATE, NATIONAL, AND WORLD LEVELS BY APPLYING WRITING STRATEGIES.
(1, 3, 9) [NS: H3.(9-12).13]
9.3.A
SUGGESTION: Students will be placed in groups and imagine they are a reporting team for a
news magazine or news show. Students will work together to write an edition of the paper or
program that reflects the major news events of the day.
9.4
STUDENTS WILL COMPARE AND CONTRAST RACIAL SEGREGATION IN THE UNITED
STATES WITH OTHER RACIAL AND SOCIAL POLICIES, INCLUDING APARTHEID IN
SOUTH AFRICA BY COLLABORATING WITH PEERS.
(1, 4, 6, 8) [NS: H3.(9-12).14]
9.4.A
CULTURAL CONNECTION: Students will work in groups to create a Venn Diagram* on an
oversized sheet of Post-it paper on which they will compare and contrast racial segregation in
the United States with other racial and social policies such as apartheid in South Africa.
Students will then post their Venn Diagrams* around the classroom and participate in a
museum walk to review the information generated from fellow classmates.
9.4.B
CULTURAL CONNECTION: Using a Table Top Blog*, students will read an excerpt from Kaffir
Boy by Mark Mathabane and record their thoughts and feelings on racial policies in South
Africa.
9.4.C
CULTURAL CONNECTION: Using Comparing Texts*, students will read excerpts from the
Civil Rights Act of 1964 and the Apartheid policies of South Africa and summarize their impact
on racial harmony in both the United States and South Africa.
9.5
STUDENTS WILL ANALYZE THE RESPONSES OF INDIVIDUALS TO RESTRICTIVE
SOCIAL AND POLITICAL SYSTEMS INCLUDING THE IDEALS OF FREEDOM, EQUALITY,
JUSTICE, AND CITIZENSHIP BY APPLYING WRITING STRATEGIES.
(1, 8) [NS: H3.(9-12).16-17, H3.(9-12).24]
9.5.A
SUGGESTION: Students will select and analyze a specific piece of text that challenges a
restrictive social and political system. Students will then write an essay in which they support or
refute the key ideas of their chosen text.
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9.5.B
SUGGESTION: Using primary source documents obtained from the ABC-CLIO database*,
students will evaluate pictures from both the Civil Rights Movement in the United States and
Apartheid in South Africa and catalogue the ways in which people fought back against
inequality. Students will research a contemporary example of social injustice and write an
editorial letter to the newspaper.
9.6
STUDENTS WILL EXPLAIN HOW LITERATURE, MUSIC, MEDIA, AND ART ARE WAYS
PEOPLE VOICE PROTEST OR SUPPORT, AND PROMPT SOCIAL CHANGE BY
APPLYING WRITING STRATEGIES.
(1, 3, 8) [NS: H3.(9-12).19, H3.(9-12).23]
9.6.A
SUGGESTION: Students will select an artistic form of expression (literature, music, media, art,
etc.) and through it, they will create a work of art to protest, support, or prompt social change.
Students will then share their piece with a fellow student who will write a reflection explaining
the work’s purpose and effectiveness in achieving its goal.
9.7
STUDENTS WILL DISCUSS EXAMPLES OF CONTEMPORARY ETHNIC CONFLICTS AND
EXPLAIN HOW THOSE CONFLICTS HAVE CHANGED NATIONS INCLUDING EFFORTS
TO RESOLVE CONFLICTS BY UTILIZING AND/OR INTERPRETING PRIMARY AND
SECONDARY SOURCES.
(6, 8) [NS: H2.(9-12).24, H2.(9-12).25, G6.(9-12).2, G6.(9-12).5]
9.7.A
SUGGESTION: Using the ABC-CLIO databases*, students will secure primary and secondary
sources on a contemporary ethnic conflict. Using Design a Test*, students will discuss the
conflict and propose possible solutions to resolve it.
9.8
STUDENTS WILL DETERMINE THE CAUSES AND CONSEQUENCES OF GENOCIDAL
CONFLICTS, E.G., THE HOLOCAUST, ARMENIA, BOSNIA, RWANDA, AND DARFUR, AND
ANALYZE THE MORAL IMPLICATIONS OF THESE CONFLICTS AROUND THE WORLD
BY CONDUCTING RESEARCH.
(6, 9) [NS: H3.(9-12).20, H3.(9-12).21]
9.8.A
SUGGESTION: Students will be placed in groups and assigned to research the causes and
results of a specific genocidal conflict. Using the information from their research, groups will
then generate ideas for a proposal on what steps nations with diverse populations should take
to prevent genocide within their borders.
9.8.B
SUGGESTION: Students will conduct research on Darfur, www.savedarfur.org. Students will
create an action plan on what they can do to assist in a global conflict.
9.8.C
SUGGESTION: Students will imagine that they work for a newsmagazine program like 60
Minutes, and that they have been assigned to report on an ethnic conflict in the world. In
groups, students will research and create their 10-15 minute segment for the show in which
they analyze the causes, consequences, and moral implications of the conflict.
9.9
STUDENTS WILL EXPLAIN THE CHANGING ROLE OF RACE, CLASS, AND GENDER BY
UTILIZING AND/OR CREATING MAPS, GRAPHS, AND DIAGRAMS.
(1, 9) [NS: H3.(9-12).22]
9.9.A
CULTURAL CONNECTION: Students will analyze population trends in the United States and a
country of their choice, with a focus on race, class, and gender by analyzing maps, graphs, and
diagrams. Students will then write a multi-paragraph in which they synthesize the data and
explain what these trends may mean for the nation in the future
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9.10
STUDENTS WILL ANALYZE HOW BORDER DISPUTES REFLECTED AND INFLUENCED
PEOPLE CONCEPTIONS OF IDENTITY BY UTILIZING TEXT READING STRATEGIES.
(1, 6, 8) [NS: H3.(9-12).25]
9.10.A
SUGGESTION: Using the Tea Party strategy*, students will preview text on border disputes
occurring in the world. Students will read about border disputes. Students will look for answers
to their questions in the reading. After reading, students will share with a partner if their
predictions were supported in the text.
9.11
STUDENTS WILL DESCRIBE TENSIONS IN CONTEMPORARY ISLAMIC COUNTRIES
OVER RECONCILING TRADITIONAL AND WESTERN INFLUENCES BY UTILIZING
TECHNOLOGY RESOURCES.
(1, 2, 3, 8) [NS: H4.(9-12).20]
9.11.A
SUGGESTION: Using online news reports, students will review the news given in a one month
period about any stories discussing the tensions in Islamic countries. Students will write a multiparagraph essay in which they relate the events and analyze their significance to the
relationships among the Islamic nations.
9.12
STUDENTS WILL DESCRIBE HOW POLITICAL AND ECONOMIC ALLIANCES AFFECT
PEOPLE AND COUNTRIES BY CONDUCTING RESEARCH.
(4, 5, 9) [NS: H4.(9-12).22, G7.(9-12).6]
9.12.A
SUGGESTION: Students will research the United States’ political and economic alliances with
one other country during the last decade. Students will write an annotated timeline in which
they describe the alliances and how they have impacted relations between the two nations over
the last decade.
9.13
STUDENTS WILL DESCRIBE HOW GLOBAL ISSUES SUCH AS HUMAN RIGHTS, THE
ENVIRONMENT, REGIONAL CONFLICTS, AND HEALTH ISSUES AFFECT NATIONS
DIFFERENTLY BY PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR
THROUGH TECHNOLOGY PRESENTATIONS.
(1, 9) [NS: H4.(9-12).23, G7.(9-12).1, G8.(9-12).6]
9.13.A
SUGGESTION: Students will imagine that they have been asked to address the United
Nations’ General Assembly on a specific global issue. Students have ten minutes to describe
the issue and make recommendations on how the nations of the world should work together to
address it.
9.14
STUDENTS WILL ANALYZE HOW THE CONTEMPORARY POLITICAL CLIMATE HAS
CHANGED PERSONAL AND NATIONAL SECURITY WITHIN AND AMONG NATIONS BY
SEEKING INFORMATION FROM VARIED SOURCES TO DEVELOP INFORMED OPINIONS.
(4, 6, 9) [NS: H4.(9-12).24]
9.14.A
SUGGESTION: Using Table Top Blog*, students will respond to information on how national
and personal security has been altered globally since the terrorist attack on the United States
on September 11, 2001. At least three pieces of text will be used in the Table Top Blog. As a
whole class, students will compare the perspectives expressed in the different pieces of text.
9.15
STUDENTS WILL ASSESS THE IMPACT OF GLOBALIZATION ON THE UNITED STATES
ECONOMY AND WORLD ECONOMIES BY RESPONDING TO HISTORICAL
TEXT/LITERATURE.
(5, 8) [NS: E12.(9-12).3]
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9.15.A
SUGGESTION: Using Learning Log*, students will respond to excerpts from the text, The
World Is Flat by Thomas Friedman. The chosen text will focus on the impact of globalization on
the United States economy and world economies.
9.16
STUDENTS WILL ANALYZE THE PROS AND CONS OF INTERNATIONAL TRADE,
COMPARING FREE TRADE WITH RESTRICTED TRADE BY UTILIZING AND/OR
INTERPRETING PRIMARY AND SECONDARY SOURCES.
(5, 8) [NS: E12.(9-12).4]
9.16.A
SUGGESTION: Students will use primary and secondary sources to research international
trade with a focus on comparing free trade and restricted trade. Students will participate in a
Socratic Seminar* on the pros and cons of free trade versus restricted trade.
9.17
STUDENTS WILL DESCRIBE HOW THE ECONOMIC CHARACTERISTICS OF OTHER
COUNTRIES AND THEIR ECONOMIC EVENTS AFFECT THE UNITED STATES BY
UTILIZING AND/OR CREATING MAPS, GRAPHS, AND DIAGRAMS.
(5, 8) [NS: E.12.(9-12).1]
9.17.A
SUGGESTION: Students will develop a map, graph, or diagram to illustrate how one economic
event impacted the United States (e.g., the creation of the European Union).
9.18
STUDENTS WILL SUMMARIZE THE CONCEPTS AND RESULTS OF HOW A CHANGE IN
EXCHANGE RATES AFFECTS THE ABILITY OF RESIDENTS OF ONE COUNTRY TO
CONSUME PRODUCTS FROM OTHER COUNTRIES BY UTILIZING TEXT READING
STRATEGIES.
(5, 8) [NS: E12.(9-12).2]
9.18.A
SUGGESTION: Students will research current currency rates with those from a decade ago.
Students will then use the rates to determine the cost of a weekend trip to a foreign country
now and ten years ago. Students will compare the rates and report on the expenditures.
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