01b_ Sample Curriculum Framework

ASCD, PRATHER, #01b

EXAMPLE, CURRICULUM MAP (WORLD HISTORY)

CURRICULUM OVERVIEW

Course Premise: Human stories intersect.

Sense of Belonging: I have a story, and it is intersecting with others.

Sense of Purpose: Where am I in the past?

Who else has shared my story?

Whose stories am I now reliving?

Enduring Understandings

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Everyone worships, though truths and commitments may differ.

Everyone consumes: All for survival, many for comfort, some for control.

Every Achilles has a vulnerable heel.

Every human action (individual or social) points to a particular worldview.

Every government aims to establish order, though the methods of control vary.

Every decision-maker must weigh the draw of profits against the value of principles.

Curricular Skills: Students will be able to…

 Trace the history of significant historical events and developments [sequence and chronology].

 Establish cause and effect relationships.

 Evaluate statements for historical validity and relevance.

 Distinguish opinion from fact and bias from objectivity.

 Identify authorial purposes, points of view, stereotypes, assumptions, and values.

 Detect stated ideas, implied ideas, and allusions.

 Analyze content by breaking it into component parts.

Essential Questions

 What story is being enacted?

 Significant? To what extent?

 What is the tragic flaw?

 Are we who we were? How so, or why not?

 Is there an ultimate goal, and how is it to be achieved?

 How does one live in between ___ and ___?

Organizing Concepts

 Enlightenment

 Revolution

 Control

 Oppression

 Identify and analyze propaganda (form, context, function, intended audience).

 Compare and contrast (e.g. with respect to types of conflict)

 Identify and evaluate the significance of historical ideas, actions, and developments.

 Make inferences, draw conclusions, and predict outcomes based on information presented (from a variety of sources).

 Distinguish between primary and secondary sources, and cite sources appropriately.

 Identify the organizational structure of a text (e.g., sequential, problem-solution, comparison-contrast, cause-effect).

 Summarize, paraphrase, and critique (in writing) the argument and/or credibility of readings from text.

 Organize information into multiple formats and graphics (e.g., outline, VENN diagrams, flow-charts, concept maps).

 Synthesize arguments and understandings by pulling together topical ideas and supporting details.

 Arrange the sequence of supporting paragraphs and details to maximize the coherence and fluidity of writing.

 Recognize and construct strong thesis statements, topic sentences, and supporting details.

Chad Prather; Glencliff High School; MNPS; 2011



Tennessee Content Standards, World History [http://www.tennessee.gov/education/ci/ss/doc/SS_3401.pdf]

Standard Learning Expectations: The student will…

1.0 Culture

2.0 Economics

3.0 Geography

1.1 understand the multi-cultural components to world culture.

1.2 understand the development and migration of art, architecture, language, religion, music and theater.

1.3 understand the ways in which individuals and groups contributed to changes in social conditions.

1.4 examine how various individuals/groups use methods to diminish cultural elements and eradicate entire groups.

2.1 understand the major economic systems that developed globally.

2.2 recognize the importance of technologies for economic development.

2.3 understand the impact of the Industrial Revolution on the global economy.

2.4 understand the rapid change of the global economy after the Industrial Revolution in the 20th century.

2.5 understand the contribution of individuals to the economy systems of the world.

3.1 understand the importance of physical geographic features on world historic events.

3.2 understand human geographic interactions and their impact on world historic events.

3.3 understand the importance of population growth and distribution on world historic events.

4.0 Government & Civics 4.1 understand the development of major systems of world governance.

4.2 understand how individuals are affected differently by varied forms of governance.

4.3 understand the development of nation-state governments.

4.4 understand the emergence of world governmental organizations.

5.0 History 5.1 understand the chronological flow of historical eras and events in World History.

5.2 understand the processes that gave rise to the earliest human civilizations.

5.3 understand the maturation of Africa, Asia, Europe, Australia, the Middle East, Oceania, and the Americas and their continuing impact on the modern world.

5.4 understand the history and impact of world religions.

5.5 understand the evolution of modern and western civilizations from 1000 CE to the present.

5.6 understand the importance of the various economic systems in place during the 19th and 20th century.

6.0 Individuals, Groups, and Interactions

5.7 understand the impact of various global conflicts throughout history.

5.8 understand the continuing impact of historical events on the modern world.

5.9 understand the impact of developing technology on the world.

5.10 understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

5.11 understand the importance of major trends and movements in world history.

5.12 understand the origin, evolution, decline, and impact of empire building and imperialism.

6.1 understand the impact of one’s culture on identity, lifestyle, and socioeconomic status.

6.2 recognize the role of individuals in Western, Asian, African, Middle Eastern, and indigenous cultures.

6.3 understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.




Unit of Study: ENLIGHTENMENT Pacing: 1 st Nine Weeks

Unit Understanding: All human beings follow a path to enlightenment, but their truths and commitments differ.

Learning Targets: I CAN…

[Subject: Early Polytheistic Traditions]… THE AZTECS

 list examples of early polytheistic societies and civilizations;

 explain how classical societies used mythology to interpret daily events and experiences;

 explain how polytheistic beliefs shaped the worldviews and actions of pre-modern civilizations (i.e. burial rituals, sacrifices, governance, and architecture);

[Subject: The Ultimate Truths of Classical Philosophers]… SOCRATES, CONFUCIUS, LAOZI

 explain how classical philosophers in Greece (Socrates, Plato, Aristotle) and China (Confucius,

Laozi) presented values and truths that rivaled traditional religious beliefs;

 analyze the Chinese philosophies of Confucianism and Taoism;

[Subject: “The Big Five”]… HINDUS, BUDDHISTS, JEWS, CHRISTIANS, MUSLIMS

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 discuss Hindu beliefs about God and the ordering of human society;

 explain how Hindus achieve enlightenment and gain release from reincarnation;

 identify specific Hindu terms and concepts: Brahman, atman, Vedas and Upanishads, castes, karma, reincarnation, enlightenment, and moksha; identify specific Buddhist terms, concepts, and historical figures: Siddhartha, Middle Way, Four

Noble Truths, Eightfold Path, meditation, impermanence, karma, reincarnation, enlightenment, and nirvana;

 summarize the story of Siddhartha and the rise of Buddhism;

 compare and contrast Hindu and Buddhist beliefs about suffering and enlightenment;

 identify specific Jewish terms, concepts, and historical figures: Abraham, covenant, Canaan,

Moses, Ten Commandments, Torah, prophets, David, Solomon, Israel, Jerusalem, and messiah;

 summarize the story of the Israelites – from Abraham’s migration to Canaan, through the Exodus, and finally to the establishment of the kingdom of Israel;

 identify specific Christian terms, concepts, and historical figures: Jesus, Trinity, apostles, Peter,

Paul, original sin, and Bible;

 summarize the development of the early Christian Church and its impact on medieval life;

 trace the history of the tensions that lead to the breakdown of Christian unity;

 compare and contrast Catholicism, Orthodox Christianity, and Protestant Christianity;

 identify specific Muslim terms, concepts, and historical figures: the Prophet Muhammad, Mecca,

Medina, Hijrah, Kaaba, Arabic, Quran, and the Five Pillars of Islam;

 summarize the story of the Prophet Muhammad and the spread of Islam;

 analyze the tensions between Sunni and Shi’ite Muslims that emerged after the death of the

Prophet Muhammad;

 compare/contrast Jewish, Christian and Muslim beliefs about God, messiah, & salvation.

Standards Possible Activities

1.1

1.2

1.3

3.1

3.2

3.3

5.4

5.8

5.10

5.11

6.1

6.2

Polytheism bookmarks: Students design bookmarks that demonstrate understanding (non-linguistically) of the polytheistic belief systems and/or specific myths of several ancient/classical civilizations (i.e. Sumer,

Egypt, Greece, Rome)

Gandhi quote analysis: Students synthesize an understanding of Hindu principles by analyzing specific statements made by Mohandas Gandhi.

Star Wars and Buddhism: Students interpret clips from Star Wars: The Empire Strikes Back from a

Buddhist perspective. In particular, students explore the concept of “the Force” as the ever-present but impermanent energy of the cosmos that unites and binds all things.

Restaurant Wars: Mixed-ability student groups design restaurants that reflect the principles and commitments of specific world religions (i.e. Hinduism vs. Buddhism). Each design should include a contentfocused explanation of the restaurant name, as well as descriptions of the internal and external décor, featured menu items, mood and atmosphere (lighting and music), wait-staff and clientele.

Compare/Contrast: Students interpret passages from the Torah, Bible, and Quran, comparing and contrasting Jewish, Christian, and Muslim teachings.

Students also generate a master VENN diagram that breaks down the similarities and differences among the three Abrahamic faiths.

Pooh and Taoism: Students read excerpts from the

Tao of Pooh and apply Taoist principles as they interpret an episode of Winnie the Pooh.




Unit of Study: REVOLUTION Pacing: 2 nd Nine Weeks

Unit Understanding: Economic revolutions define human experiences and shape worldviews.


[Subject: Paleolithic and Neolithic Economies]… AGRICULTURAL REVOLUTION

 contrast the nomadic productivity of the Paleolithic Era with the agricultural productivity of the Neolithic era;

 discuss the impact of river valley settlements on food production;

 explain how the rise of systematic agriculture lead to the development of social classes, job specialization, systems of public works (infrastructure), slavery, and changes in worldview;

[Subject: Industrializing Economies and the Rise of Capitalism]… INDUSTRIAL REVOLUTION

 establish the causes and effects of the Industrial Revolution;

 discuss the movement toward commercial and industrial capitalism during the liberal industrial era (c. 1800-1900);

[Subject: Economic Alternatives to Capitalism]… RUSSIAN REVOLUTION

 evaluate the advantages and drawbacks of capitalism;

 discuss the development of new ideologies like socialism and communism;

 establish the causes and effects of the Russian Revolution of 1917;

[Subject: Economic Development]… REVOLUTIONARY STEPS TO ASSIST 3 RD WORLD?

 distinguish between developed and developing economies in the modern world;

 trace the history of regional wealth, from its ultimate causes to its proximate causes;

3.3

5.1

5.2

5.3

5.5

5.6

5.8

5.9

1.3

2.1

2.2

2.3

2.4

2.5

3.1

3.2

5.10

5.11

6.1

6.2

6.3


Agricultural Revolution mural: Students create a pictographic mural that contrasts the economies of the

Paleolithic and Neolithic eras.

Critical reading: Students read excerpts from the novel Ishmael by Daniel Quinn. Reading comprehension questions focus students on the differences between “Leaver economies” and “Taker economies” (the latter, which came into being as a result of the Agricultural Revolution).

Industrialization through children’s literature:

Students analyze the causes and effects of industrialization through the story of The Little House by Virginia Lee Burton. For enrichment, students may also write a children’s story about the Industrial

Revolution (and its inventions) using the rhyme and meter of Dr. Seuss’ The Lorax.

Animal Farm: Students dissect the harsh reaction to capitalism through the lens of George Orwell’s Animal

Farm (or through a short summary of Orwell’s novel if time does not permit a full reading). Students compare

Orwell’s characters to the significant historical figures that took part in the Russian Revolution, which may be used as a case study for a lesson on anti-capitalism.

Video-quest: Students respond to critical thinking questions as they watch excerpts from Jared

Diamond’s video documentary Guns, Germs, and Steel.

The focus of the video segments (and their associated discussion questions) should center on the issue of a global income gap. Students should be able to explain why it is that some regions of the world are so wealthy while others are so poor.




Unit of Study: CONTROL Pacing: 3 rd Nine Weeks

Unit Understanding: There are two divergent beliefs about the purpose of government: 1.) Government exists to serve the people. 2.) People exist to serve the government.


[Subject: Political systems and the function of control]… FOXES AND LIONS

 compare and contrast the political ideologies of Hanfeizi, Macchiavelli, and Locke;

 analyze the following: 1) Political systems: Anarchy, monarchy (absolute, constitutional), oligarchy, and democracy (direct, representative); 2) Styles of rule (theocratic, authoritarian, totalitarian); 3)

Means of acquiring power (election, autocracy, hereditary succession); and 4) Ideologies: Liberalism, conservativism

[Subject: Dictatorship and Democracy]… CLASSICAL ROME

 trace the history of the Roman Republic – from its beginning to its collapse;

 analyze the political, economic, and social circumstances of the Pax Romana;

 analyze the causes of the fall of imperial Rome (political, military, economic, social);

[Subject: Dictatorship and Democracy]… REVOLUTIONARY FRANCE

 explain how Enlightenment ideas fueled the backlash against absolutism;

 analyze the major events of the French Revolution, and establish the Revolution’s major causes and effects;

 evaluate the success of the French Revolutions;

[Subject: Dictatorship and Democracy]… ARAB SPRING

 Students select one of the modern revolutions for historical analysis.


5.5

5.8

5.10

5.11

5.12

6.1

6.2

6.3

1.3

4.1

4.2

4.3

4.4

5.1

5.2

5.3

Timelines: Students create annotated timelines that trace a) the rise and fall of the Roman Republic; and b) the rise and fall of the Roman Empire.

RAFTS: Students design RAFTS projects that demonstrate understanding of the goals, principles, and actions of various historical figures from classical Rome, revolutionary France, and the modern

Middle East.

Video-quest: Students view a documentary about Roman bloodsports

[check the Special Features segment of the movie Gladiator], and then write letters to the famous gladiator Spartacus, arguing that modern Americans are [not] as captivated by violence as the ancient

Romans who gathered at the Coliseum for

“blood and circuses.”

Comic creations: Students design a comic strip inspired by the series, You

Wouldn’t Want to be a…” (by multiple authors). Student comics may show and explain why one would not want to be a

Roman plebeian, a gladiator, a member of bourgeoisie in revolutionary France, an autocrat in the modern Middle East.




Unit of Study: OPPRESSION Pacing: 4 th Nine Weeks

Unit Understanding: When dominion is the goal corruption, conflict, and oppression are not far behind.


[Subject: Oppression as Genocide]…

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THE HOLOCAUST identify and explain the goals of Adolf Hitler and the Final Solution describe the events of the Holocaust and its impact on minority populations (ex: the Jews) evaluate the response of democratic nations and organizations to the Holocaust

[Subject: Oppressive impacts of imperialism]… CIVIL CONFLICT IN AFRICA establish the causes and effects of the Berlin Conference of 1885; disuss the effects of nationalism, Social Darwinism, and racism on European imperialism; analyze the harmful political and social effects of imperialism in Africa; summarize the post-imperial crises that unfolded in South Africa (apartheid, 1940s-1990s),

Uganda (brutal dictatorships 1960s-1980s; present civil war), Rwanda (genocide, 1994), and

Sudan (genocide in Darfur, 2000s).

5.7

5.8

5.9

5.12

6.1

6.2

6.3

1.1

1.3

1.4

3.1

3.2

4.2

5.3

5.5


Divergent comparisons: Students are given two lists. List A includes a number of random objects

(i.e. toilet, bunnies, m&m’s). List B includes specific people, events, and terms related to the study of world conquest. Students must select one item from

List A and one item from List B and then construct a working (even if unlikely) comparison. (i.e., Just as a toilet uses full force to flush out waste, so too did Hitler use

blitzkrieg tactics to forcefully flush out his opposition.)

Mandela on air : In studying the harmful social and political impacts of European imperialism in South

Africa, students may listen to original newsreel broadcasts and interviews about the rise and fall of apartheid, courtesy of NPR: http://www.radiodiaries.org/mandela/mstories.html

Students should respond to a series of comprehension and critical-thinking questions during and after the recordings.

Persuasive writing: Students watch the Frontline documentary Ghosts of Rwanda and read excerpts from Philip Gourevitch’s book We wish to inform you that tomorrow we will be killed with our families. Students then assume the perspective of a

Tutsi citizen in Rwanda in 1994. The assignment is to write a persuasive letter to Kofi Annan (then

Secretary-General of the UN), requesting international assistance.

Propaganda posters: Students design propaganda posters (from multiple perspectives) that could have been produced during World War II. The posters should demonstrate a clear understanding of bias.


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