GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 COURSE DESCRIPTION: World History 9-12 Course -The grade 9-12 World History course consists of the following content area strands: World History, Geography and Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations. Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended researchbased paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects). Please note the following important general information regarding the Pacing Guides: The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools. Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school levels. The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction. The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught. The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules. NOTE: All benchmarks that highlighted in blue are essential benchmarks. Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans: Grade Level or Course Title - The grade level and course title are listed in the heading of each page. Course Code - The Florida Department of Education Course Code is listed for the course. Topic - The general topic for instruction is listed; e.g., Westward Expansion. Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided. Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic. Nine Week Grading Period - Grading periods (1-4) are identified. Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction. NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans. Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities). Florida Reading and Writing Standards for Literacy in History/Social Studies 6-12: Florida Reading and Writing Standards for Literacy in History/Social Studies, grades 6-12, can be found at the end of each nine weeks Pacing Guide. When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx. The specific pages for History/Social Studies 6-12 standards for Literacy and Writing have been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required 6-12 social studies course. GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For World History, the following themes are identified: Adapted from the AP World History Course Curriculum Framework http://apcentral.collegeboard.com/apc/public/repository/AP_WorldHistoryCED_Effective_Fall_2011.pdf Human and environmental interaction- Human actions and environmental factors have impacted world history as follows: o Demography and disease o Migration o Patterns of settlement o Technology Development and Interaction of Cultures- Cultural diffusion is the driving force behind the spread of: o Religions o Belief systems, philosophies and ideologies o Science and technology o The arts and architecture Creation, Expansion and Interaction of Economic systems- The development of financial institutions and state economies are influenced by: o Agricultural and pastoral production o Trade and Commerce o Labor systems o Industrialization o Capitalism and Socialism Development and Transformation of Social Structures- Categorization of the norms of societies throughout history have been formed through: o Gender roles and relations o Family & Kinship o Racial and ethnic constructions o Social and economic classes State Building, Expansion and Conflicts- The construction, maintenance and dissolution of systems of rule have been generated through: o Political structures and forms of governance o Empires o Nations and nationalism o Revolts and Revolutions o Regional, trans-regional and global structures and organizations **Highlighted in yellow are topics that directly correlate to content that students need to demonstrate mastery of for success on the U.S. History End of Course assessment.** GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 History/Social Science Labs History/Social Science Labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task. Steps to Conduct History/Social Science Labs 1. Identify the NGSSS-SS Benchmark(s) to be addressed. 2. Develop an essential question or use an essential question already found in the pacing guide. 3. Build background knowledge with students about the topic. 4. FACILITATE students conduct on document/source analysis. 5. Have students report back about their analysis of the source(s). 6. Take the lab to an end and have students Independently answer, in writing, the essential question *History/Social Science labs, complete with sources, have been embedded in to this pacing guide. See next page for History/Social Science template. The History/Social Science lab icon (on your left) has been included next to benchmarks that have labs already created. Simply click on the icon and you will be taken to the webpage on http://socialsciences.dadeschools.net where the labs are located. To see a video that provides an overview of the History/Social Science lab process and benefits, please see: http://www.umbc.edu/che/historylabs/ GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 History/Social Science Lab Template Name _____________________________________________ Period _____ Date _____________________ [Put benchmark here – numbers and write it out] Essential Question: [put essential guiding question here] Source Main Idea / Message / Important Details How does this document answer the essential question? Source 1 [include source information as applicable] Source 2 Source 3 Source 4 Thesis: ___________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 Topic 13: The Industrial Revolution Pacing Date(s) Traditional 6 days Block 3 days 01-26-16 to 02-02-16 01-26-15 to 02-02-16 Essential Question: What were the social, technological and economic effects of the industrial revolution? Please note: This topic correlates to essential content required for student mastery on the U.S. History End of Course assessment. STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 5: Analyze the causes, events, and effects of the Enlightenment and its impact on the American, French and other Revolutions) (Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) GRADE LEVEL OR COURSE TITLE: Essential Content Course Themes Addressed: Human and environmental interaction Demography and disease Migration Patterns of settlement Technology Development and Interaction of Cultures Science and technology MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History 3rd Nine Weeks NGSSS-SS Benchmarks Florida Standards Focus Standard: LAFS.910.WSHT.1.1 Write arguments focused on discipline-specific content. Content Benchmarks: SS.912.W.6.1: Describe the agricultural and technological innovations that led to industrialization in Great Britain and its subsequent spread to continental Europe, the United States and Japan. SS.912.W.6.2: Summarize the social and economic effects of the Industrial Revolution. Creation, Expansion and Interaction of Economic systems Trade and Commerce Labor systems Industrialization Capitalism and Socialism Development and Transformation of Social Structures Gender roles and relations Family & kinship Racial and ethnic constructions Social and economic classes State Building, Expansion and Conflicts Political structures and forms of governance Nations and nationalism Revolts and Revolutions The Origins of the Industrial Revolution o Europe o United States o Japan Course Code: 2109310 Instructional Tools Florida Standards Focus Activity: Have students write a diary entry from the perspective of an industrial male, female or child laborer working in a factory arguing for changes in the working conditions and subsequent living conditions they had to endure. Vocabulary/Identification: enclosure movement, crop rotation, Industrial Revolution, factors of production, mechanization, factory system, cottage industry, entrepreneur, tenements, mass production, Fordism, corporation, monopoly, strikes, unions, collective bargaining, Eli Whitney, James Watt, Henry Bessemer, Richard Arkwright, Robert Fulton, Samuel Morse, Henry Ford, JP Morgan, leisure, immigration, emigration, push and pull factors, textiles, middle class, Jane Adams, child labor law, John Stuart Mill, utilitarianism, Meiji Restoration. Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion. Correlated US History EOC Lesson Plan: (password protected: miami-dade-us-history) SS.912.W.6.4Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America. http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/Social %20Studies%20Lesson%20Plan-%20SS.012.A.3.2.pdf Technology: Videos on various aspects of the Industrial Revolution and its effects http://www.learner.org/courses/worldhistory/unit_video_19-1.html SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. Global Industrialization, Video Segment: Liebig's Beef http://www.learner.org/courses/worldhistory/unit_video_19-2.html SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. Video Segment: The Silk Industry of Japan: Gender and Industrialization http://www.learner.org/courses/worldhistory/unit_video_19-3.html SS.912.G.4.1: Interpret population growth and other demographic data for any given place. University of Florida-The Industrial Revolution- this site provides an overview and background to the Scientific Revolution, bibliographic essays, outlines, timelines, a glossary, biographies of major sources, well organized links to primary and secondary sources, manuscript and archive sources. http://www.clas.ufl.edu/users/ufhatch/pages/03-Sci-Rev/SCI-REV-Home/ SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. Women in World History is a project of the Center for History and New Media, George Mason University, and part of World History Matters, with support from the National Endowment for the Humanities and includes primary sources, interactive modules as well as case studies http://chnm.gmu.edu/wwh Children and Youth in World History is a project of the Center for History and GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content New Production o Textile o Iron o Railroads o Growth of Factories Emergence of New Social Structures o Women’s Roles o Middle Class o Living and Working Conditions o Labor Unions and Strikes The Growth of Cities o Leisure Activities o Immigration o Migration NGSSS-SS Benchmarks Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place. SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and differentiate regions. SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. SS.912.H.1.3: Relate works in the arts to various cultures. SS.912.W.1.2: Compare time measurement systems used by different cultures. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. SS.912.W.1.5: Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography). Instructional Tools New Media, George Mason University, and part of World History Matters, with support from the National Endowment for the Humanities and includes primary sources, interactive modules as well as case studies http://chnm.gmu.edu/cyh/ Oracle Think- quest- The Industrial Revolution: Of Men and Machines- this site has information, links as well as printable activities on the Industrial Revolution Extensive web links and access to primary sources on the Industrial Revolution in Britain http://historyteacher.net/APEuroCourse/WebLinks/WebLinksIndustrialRevolution.htm Suggested Activities: Have students develop a chart in which they list new inventions of the Industrial Revolution as well as their inventor, function and how it changed a particular industry. Have students create a graphic short story, fictional but historically accurate in seeing and details, about life in an Industrial City. Have students, discuss and research the importance of women and children in the Industrial Revolution. http://www.schoolshistory.org.uk/IndustrialRevolution/womenandchildren.htm http://www.schoolshistory.org.uk/IndustrialRevolution/workingconditions.htm Have students create a time-line or flow chart outlining the shift in daily activities as a result of the Industrial Revolution. Have students compare the roles of unions in the Industrial revolution to the role of unions in today’s society. Have students research and chart the number of railroads and factories that emerged throughout the course of the Industrial Revolution in Japan, U.S. and England. http://www.fordham.edu/halsall/mod/indrevtabs1.html Have students graphically depict the growth of cities in the aftermath of the Industrial Revolution- while also showing what pre-industrial cities looked like. Have students graph or chart the growth of cities in Japan, England, and United States after the Industrial Revolution. GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks SS.912.W.1.6: Evaluate the role of history in shaping identity and character LA.910.1.6.1: The student will use new vocabulary that is introduced and taught directly; Instructional Tools Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content. Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php Games and activities for the ELL Classroom http://iteslj.org/c/games.html What are read-a-louds, and what can they do for instruction? http://www.learner.org/workshops/tml/workshop7/teaching2.html This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print Brigham Young University offers printable World History blank outline maps, divided by region: https://geography.byu.edu/pages/resources/outlinemaps.aspx State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences web-site. http://socialsciences.dadeschools.net , under the headings GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Department of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. GRADE LEVEL OR COURSE TITLE: Date Traditional: January 26Feburary 2, 2016 Block: January 26Feburary 2, 2016 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Pacing Guide Benchmark(s) Data Driven Benchmark(s) Activities Course Code: 2109310 Assessment(s) Florida Standards Focus Standard: LAFS.910.WSHT.1.1 Write arguments focused on discipline-specific content. Content Benchmarks: SS.912.W.6.1: Describe the agricultural and technological innovations that led to industrialization in Great Britain and its subsequent spread to continental Europe, the SS.912.W.6.2: Summarize the social and economic effects of the Industrial Revolution. SS.912.W.6.4Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America. SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. United States, and Japan. Strategies GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 Topic 14: The Age of Revolutions (American and French) Pacing Date(s) Traditional 8 days Block 4 days Essential Question: How did the Age of Enlightenment contribute to the French and American Revolutions? 02-03-16 to 02-12-16 02-03-16 to 02-12-16 STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 5: Analyze the causes, events, and effects of the Enlightenment and its impact on the American, French and other Revolutions) (Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) GRADE LEVEL OR COURSE TITLE: Essential Content Course Themes Addressed: Development and Interaction of Cultures Religions Belief systems, philosophies and ideologies Science and technology Development and Transformation of Social Structures Gender roles and relations Racial and ethnic constructions Social and economic classes State Building, Expansion and Conflicts Political structures and forms of governance Empires Nations and nationalism Revolts and Revolutions American revolution o French and Indian War o Intensification of Imperial Control o Stamp Act o King George III o Loyalists and Patriots o Declaration of Independence o The war o Peace French Revolution o The Three Estates o Louis XVI and the Financial Crisis o Spread of Revolution o Storming the Bastille o Estates General to the National Assembly MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History 3rd Nine Weeks NGSSS-SS Benchmarks Florida Standards Focus Standard: LAFS.910.WSHT.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Content Benchmarks: SS.912.W.5.4: Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world. SS.912.W.5.5: Analyze the extent to which the Enlightenment impacted the American and French Revolutions. SS.912.W.5.6: Summarize the important causes, events, and effects of the French Revolution including the rise and rule of Napoleon. SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. Course Code: 2109310 Instructional Tools Florida Standards Focus Activity: Have groups of students use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically and compare and contrast the Tennis Court Oath with the Declaration of Independence and produce a power point presentation outlining the Enlightenment ideas that contributed to the creation of both documents. http://www.historywiz.com/primarysources/tenniscourtoathtext.htm http://www.ushistory.org/declaration/document/ Vocabulary/Identification: King George III, taxation without representation, the Stamp Act, George Washington, Redcoats, Continental Army, Seven Years War, loyalists, patriots, Thomas Jefferson, Declaration of Independence, The Three Estates, Louis XV, Louis XVI, Maria Antoinette, Versailles, National Assembly, Estates General, Declaration of Rights of Man, Constitution of 1791, émigrés, radicals, moderates, conservatives, Reign of Terror, Jacobins, Maximillian Robespierre, Guillotine, conscription, coup d’état, The Directory, Napoleon Bonaparte, Counter-revolutionary, Napoleonic Code, The Consulate, Waterloo, Nationalism, Duke of Wellington, Tennis Court Oath, Bastille, Congress of Vienna. Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion. Mobile Device Project: Revolutions SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place. SS.912.G.1.3:Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. SS.912.G.2.1:Identify the physical characteristics and the Technology: Short video on the American Revolution http://www.learner.org/courses/worldhistory/unit_video_17-2.html Short video on the French Revolution http://www.learner.org/courses/worldhistory/unit_video_17-1.html PBS-Napoleon-The site offers summaries and expert commentary on the following topics on Napoleon as well as an interactive timeline and video clips. http://www.pbs.org/empires/napoleon/home.html GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content o Tennis Court Oath and Declaration of Rights of Man o Constitution of 1791 o Legislative Assembly o The End of the Monarchy The Reign of Terror o Maximilien Robespierre o Napoleonic Era o Emergence and Decline o A Return to Peace o Congress of Vienna NGSSS-SS Benchmarks human characteristics that define and differentiate regions. SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. SS.912.H.1.3: Relate works in the arts to various cultures. SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. SS.912.W.1.2: Compare time measurement systems used by different cultures. Instructional Tools Extensive web links and primary sources documents related to the American War of Independence. http://www.historyteacher.net/APUSH-Course/Weblinks/Weblinks4.htm Liberty, Equality, Fraternity- Exploring the French Revolution-more than 600 primary documents from maps, to songs to letters-collaboration of the Center for History and New Media (George Mason University) and American Social History Project (City University of New York), supported by grants from the Florence Gould Foundation and the National Endowment for the Humanities http://chnm.gmu.edu/revolution/ Extensive, high-quality links to information on French history, including the Revolution and Napoleonic empire http://chnm.gmu.edu/revolution/ Crash Course 30: Haitian Revolution (https://www.youtube.com/watch?v=5A_o-nU5s2U) Crash Course 31: Latin American Revolutions (https://www.youtube.com/watch?v=ZBw35Ze3bg8) Crash Course 32: Industrial Revolution (https://www.youtube.com/watch?v=zhL5DCizj5c) History Lab: Road to Revolution; Should Colonists Have Revolted (http://www.umbc.edu/che/historylabs/lessondisplay.php?lesson=100) Where Did Thomas Jefferson Stand on Slavery (http://www.umbc.edu/che/historylabs/lessondisplay.php?lesson=92) Crash Course 26: Seven Years War (https://www.youtube.com/watch?v=j0qbzNHmfW0) Crash Course 28: American Revolution (https://www.youtube.com/watch?v=HlUiSBXQHCw) SS.912.W.1.5: Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography). SHEG: Reign of Terror (http://sheg.stanford.edu/reign-of-terror) SS.912.W.1.6: Evaluate the role of history in shaping identity and character History Teacher video Napoleon (https://www.youtube.com/watch?v=fOki3qAZe4g) French Revolution GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools (https://www.youtube.com/watch?v=wXsZbkt0yqo) Marie Antoinette (https://www.youtube.com/watch?v=ysEjV6ICzIE) In a Nutshell French revolution video (https://www.youtube.com/watch?v=VEZqarUnVpo) Crash Course 29: French Revolution (https://www.youtube.com/watch?v=lTTvKwCylFY) Suggested Activities: Have students graphically represent the population in each estate prior to the French Revolution. Have students chart the government of France under the constitution of 1791. http://historyteacher.net/APEuroCourse/WebLinks/WebLinksRevolutionaryFrance.htm Have students discuss the role of violence in society and whether or not it can be justified, using the Reign of Terror as a starting point. Have students map the expansion of Napolean’s empire. http://highered.mcgrawhill.com/sites/0073406929/student_view0/chapter16/interactive_maps.html Have students compare the effectiveness of the Napoleanic Code with that of Justinian’s code. http://www.napoleon-series.org/research/government/c_code.html Have students discuss whether the French Revolution was caused more by economic or political issues. Have students compare the Declaration of Rights of Man with the United States Declaration of Rights of Woman. http://avalon.law.yale.edu/18th_century/rightsof.asp http://ecssba.rutgers.edu/docs/decl.html Have students research and analyze Napoleon’s actions. Have students create a list of said actions and identify each action’s consequence as either positive or negative. http://history-world.org/Napoleon.htm Have students research the role of women in the French Revolution GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools https://chnm.gmu.edu/revolution/chap5a.html Have students research any of the acts passed by parliament that caused conflicts within the colonies as well as the colonist reaction to those acts. Have students create a picture of propaganda from a colonists perspective against the Stamp Act. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content. Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php Games and activities for the ELL Classroom http://iteslj.org/c/games.html What are read-a-louds, and what can they do for instruction? http://www.learner.org/workshops/tml/workshop7/teaching2.html This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print Brigham Young University offers printable World History blank outline maps, divided by region: https://geography.byu.edu/pages/resources/outlinemaps.aspx GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Department of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. GRADE LEVEL OR COURSE TITLE: Date Traditional: February 3Feburary 12, 2016 Block: February 3Feburary 12, 2016 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Pacing Guide Benchmark(s) Florida Standards Focus Standard: LAFS.910.WSHT.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Content Benchmarks: SS.912.W.5.4: Evaluate the impact of Enlightenment ideals on the development of economic, political, and religious structures in the Western world. SS.912.W.5.5: Analyze the extent to which the Enlightenment impacted the American and French Revolutions. SS.912.W.5.6: Summarize the important causes, events, and effects of the French Revolution including the rise and rule of Napoleon. SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. Data Driven Benchmark(s) Activities Course Code: 2109310 Assessment(s) Strategies GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 Topic 15: Age of Revolutions (Latin American and Caribbean) Pacing Date(s) Traditional 8 days Block 4 days 02-17-16 to 02-26-16 Essential Question: What were the social and political effects of reform movements in Latin America & Caribbean in the early 19th and 20th Centuries? 02-17-16 to 02-26-16 STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 5: Analyze the causes, events, and effects of the Enlightenment and its impact on the American, French and other Revolutions) (Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content Course Themes Addressed: Development and Interaction of Cultures Belief systems, philosophies and ideologies Development and Transformation of Social Structures Racial and ethnic constructions Social and economic classes State Building, Expansion and Conflicts Political structures and forms of governance Empires Nations and nationalism Revolts and Revolutions Regional, trans-regional and global structures and organizations Latin American & Caribbean Independence Movements o The Haitian Revolution o Toussaint –Louverture o Saint Domingue o Mexico and Central America o Miguel Hidalgo y Castilla Spanish South America o Simon Bolivar o Brazil o Napolean o The Power of the Pedros Latin American Unity o Gran Columbia Mexican Revolution o Emiliano Zapato o Poncho Villa NGSSS-SS Benchmarks Florida Standards Focus Standard: LAFS.910.RH.3.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Instructional Tools Florida Standards Focus Activity: Have students create a comparative chart on the motives and outcomes of the Latin American and Caribbean Independence movements by integrating quantitative or technical analysis with qualitative analysis in print or digital text. http://www.historyworld.net/wrldhis/PlainTextHistories.asp?ParagraphID=nmp Content Benchmarks: SS.912.W.5.7: Describe the causes and effects of 19th Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L' Ouverture. SS.912.W.6.4: Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States. SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given Vocabulary/Identification: Toussaint L’Ouverture, Saint Dominque, Miguel Hidalgo, Castilla, Simon Bolivar, Gran Colombia, Pedro I and Pedro II, Monroe Doctrine, Porfillio Diaz, Benito Juarez, War of the Pacific, Emiliano Zapata, Poncho Villa, Vaqueros, Unification, Napoleon, Brazil, slave revolt, King John VI, Liberals, conservatives, Caudillos, Antonio Lopez De Santa Anna. Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their Caribbean, discretion. and Latin America. Technology: Teaching for Change, The Haitian Revolution and America http://www.teachingforchange.org/books/ourpublications/caribbean-connections/teaching-about-haiti-pdf-andresources Information and video on the Haitian Revolution http://www.pbs.org/wgbh/aia/part3/3p2990.html Latin American independence leaders http://galileoweb.org/lylo/files/2010/01/Leaders-of-LatinAmerican-Revolutions-Fact-Sheet.pdf Information on Mexican history in the nineteenth century http://historicaltextarchive.com/links.php?op=viewslink&sid=0&cid=1 Historical Texts with background on the Mexican Revolution http://historicaltextarchive.com/links.php?op=viewslink&sid=224 Crash Course 30: Haitian Revolution (https://www.youtube.com/watch?v=5A_onU5s2U) Crash Course 31: Latin American Revolutions (https://www.youtube.com/watch?v=ZBw35Ze3bg8) MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History GRADE LEVEL OR COURSE TITLE: Course Code: 2109310 3rd Nine Weeks NGSSS-SS Benchmarks Essential Content place. SS.912.G.1.3:Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. SS.912.G.2.1:Identify the physical characteristics and the human characteristics that define and differentiate regions. SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. Instructional Tools Suggested Activities: Have students create a comparative chart on the motives and outcomes of the Latin American and Caribbean Independence Movements. http://www.historyworld.net/wrldhis/PlainTextHistories.asp?ParagraphID=nmp Have students research one of the revolutionaries and create a biography on the individuals background and specific actions in their respective revolution. http://latinamericanhistory.about.com/od/latinamericaindependence/The_History _of_Latin_America_the_Independence_Era_18071825.htm Have students compare and evaluate the relationship and impact of the American and French Revolutions on the Latin American and Caribbean independence movements. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. Have students describe the events which led to the independence of Portugal’s and Spain’s Latin American Colonies. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. Have students write an essay answering the following question: “Why do you think that Creoles, a group that suffered far less oppression than other groups, would be the group to lead the revolution against Spain?” SS.912.H.1.3: Relate works in the arts to various cultures. SS.912.W.1.2: Compare time measurement systems used by different cultures. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. SS.912.W.1.6: Evaluate the role of history in shaping identity and character Have students, compare and contrast the social classes that were involved in and led each of the Latin American Revolutions. Have students locate on a world map, colonial possessions obtained by the industrialized nations before 1914. Have students list the tactics and methods utilized by revolutionaries in their campaign to gain support for the cause Assessment: SS.912.W.1.5: Compare conflicting interpretations or schoo Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content. Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php Games and activities for the ELL Classroom http://iteslj.org/c/games.html What are read-a-louds, and what can they do for instruction? http://www.learner.org/workshops/tml/workshop7/teaching2.html This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print Brigham Young University offers printable World History blank outline maps, divided by region: https://geography.byu.edu/pages/resources/outlinemaps.aspx State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Department of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History GRADE LEVEL OR COURSE TITLE: Date Traditional: February 17, 2016February 26, 2016 Block: February 17, 2016February 26, 2016 Pacing Guide Benchmark(s) Data Driven Benchmark(s) Activities Course Code: 2109310 Assessment(s) Florida Standards Focus Standard: LAFS.910.RH.3.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Content Benchmarks: SS.912.W.5.7: Describe the causes and effects of 19th Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L' Ouverture. SS.912.W.6.4: Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States. SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. Caribbean, and Latin America. Strategies GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 Topic 16: The Age of Ism’s (Socialism, Communism, Capitalism, Social Darwinism, and Romanticism) Pacing Date(s) Traditional 9 days Block 4.5 days 02-29-16 to 03-10-16 02-29-16 to 03-10-16 Essential Question: What were the economic philosophies of communism, social and capitalism? How did the social and cultural reforms of the 19th and 20th century reflect the political and economic climate? Please note: This topic correlates to essential content required for student mastery on the U.S. History End of Course assessment. STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each) (Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content Course Themes Addressed: Development and Interaction of Cultures Belief systems, philosophies and ideologies Science and technology The arts and architecture Creation, Expansion and Interaction of Economic systems Trade and Commerce Labor systems Industrialization Capitalism and Socialism Development and Transformation of Social Structures Gender roles and relations Racial and ethnic constructions Social and economic classes State Building, Expansion and Conflicts Political structures and forms of governance Nations and nationalism Revolts and Revolutions Economic Philosophy o Capitalism o Adam Smith o Socialism o “Utopian Socialism” o Thomas Moore o Frederick Engels o Communism o Karl Marx The Other Social “ism’s” o Romanticism o Impressionism o Realism o Feminism NGSSS-SS Benchmarks Florida Standards Focus Standard: LAFS.910.RH.2.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Instructional Tools Florida Standards Focus Activity: Have students compare the point of view of two or more artists on how they treat the same or similar topics, including which details they include and emphasize in their respective accounts from the Romantic ,Realist or Impressionist movements. http://www.lilithgallery.com/arthistory/feminist/ Content Benchmarks: SS.912.W.6.3: Compare the philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen, and Karl Marx. http://www2.palomar.edu/users/mhudelson/StudyGuides/19thCent _WA.html http://public.wsu.edu/~delahoyd/20th/19art.html SS.912.W.6.4: Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Have students write an argument comparing the advantages and disadvantages of the three economic philosophies ( Socialism, Communism, Caribbean, and Latin America. Capitalism) SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. (This also meets LAFS.910.WSHT.1.1Write arguments focused on disciplinespecific content.) SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. Vocabulary/Identification: socialism, utopia, Robert Owen, Karl Marx, communism, proletariat, democratic socialism, Communist Manifesto, capitalism, Thomas Malthus, David Ricardo, dictatorship, laissez-faire, Adam Smith, Friedrich Engels, Declaration of Rights of Woman, suffrage, romanticism, Realism, naturalist, Beethoven, Mark Twain, cartography, Social Darwinism, Charles Darwin, Albert Einstein, relativity, Sigmund Freud, modernism, impressionism, Monet, Natural Selection, Pyotr Ilyich Tchaikovsky, opera, ballet, Frankenstein. Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion. SS.912.H.1.1: Relate works in the arts (architecture, dance, music, theatre, and visual arts) of varying styles and genre according to the periods in which they were created. SS.912. H. 1.2: Describe how historical events, social context, and culture impact forms, techniques, and purposes of works in the arts, including the relationship between a government and its citizens. Mobile Device Project: The Age of Isms SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. SS.912.H.1.3: Relate works in the arts to various cultures. Correlated US History EOC Lesson Plan: SS.912.H.1.4: Explain Philosophical beliefs as they relate to works in the arts. (password protected: miami-dade-us-history) Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/Social %20Studies%20Lesson%20Plan-%20SS.012.A.3.2.pdf GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks based on descriptive data to explain physical and cultural attributes of major world regions. Instructional Tools Technology: Links of art form the 19th Century-including realism, romanticism, impressionism and naturalism SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place. http://arthistoryresources.net/ARTHLinks5.html SS.912.G.1.3:Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. Video Segment: The "Great Divergence" and Comparative World History http://www.learner.org/courses/worldhistory/unit_video_18-3.html SS.912.G.2.1:Identify the physical characteristics and the human characteristics that define and differentiate regions. SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. SS.912.W.1.2: Compare time measurement systems used by different cultures. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. SS.912.W.1.6: Evaluate the role of history in shaping identity and character LA.910.1.6.1: The student will use new vocabulary that is Rethinking the rise of the West: World Systems critique video segment http://www.learner.org/courses/worldhistory/unit_video_18-2.html Crash Course 33: Capitalism and Socialism (https://www.youtube.com/watch?v=B3u4EFTwprM) Suggested Activities: Have students develop a list comparing romanticism and realism. Have students evaluate the theory of socialism vs. the reality of socialism. Have students describe in writing how philosophers responded to problems created by Industrialization and “laissez-faire” economics. Have students read and evaluate excerpts from the Novel Frankenstein, and identify the elements of Romanticism which are exemplified. http://etext.lib.virginia.edu/toc/modeng/public/SheFran.html Have students compare and contrast the Declaration of Rights of Women and the Declaration Rights of Man. http://www.constitution.org/fr/fr_drm.htm http://ecssba.rutgers.edu/docs/decl.html Have students identify and compare suffrage movements among countries in the Western World. http://www.tchevalier.com/fallingangels/bckgrnd/suffrage/ http://teacher.scholastic.com/activities/suffrage/history.htm Have students analyze the use of scientific thought in the political and economic realm and write a well written paragraph substantiating their findings. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content SS.912.W.1.5: Compare conflicting interpre accuracy and skill development in terms of writing and reading comprehension. ELL: Use visual depictions of historical events in order to increase ELL students’ GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks introduced and taught directly; Instructional Tools mastery of related content. Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php Games and activities for the ELL Classroom http://iteslj.org/c/games.html What are read-a-louds, and what can they do for instruction? http://www.learner.org/workshops/tml/workshop7/teaching2.html This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print Brigham Young University offers printable World History blank outline maps, divided by region: https://geography.byu.edu/pages/resources/outlinemaps.aspx State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Department of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History GRADE LEVEL OR COURSE TITLE: Date Pacing Guide Benchmark(s) Traditional: F Florida Standards Focus Standard: Block: topics, including which details they include and emphasize in their respective accounts. February 29, 2016- LAFS.910.RH.2.6 Compare the point of view of two or more authors for how they treat the same or similar March 10, 2016 February 29, 2016Content Benchmarks: March 10, 2016 SS.912.W.6.3: Compare the philosophies of capitalism, socialism, and communism as described by Adam Smith, Robert Owen, and Karl Marx. SS.912.W.6.4: Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the Caribbean, and Latin America. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. SS.912.H.1.1: Relate works in the arts (architecture, dance, music, theatre, and visual arts) of varying styles and genre according to the periods in which they were created. SS.912. H. 1.2: Describe how historical events, social context, and culture impact forms, techniques, and purposes of works in the arts, including the relationship between a government and its citizens. Data Driven Benchmark(s) Activities Course Code: 2109310 Assessment(s) Strategies GRADE LEVEL OR COURSE TITLE: Date Traditional: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Pacing Guide Benchmark(s) SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. February 29, 2016- March 10, 2016 SS.912.W.1.1: Use timelines to establish cause and Block: effect relationships of historical events. February 29, 2016- March 10, SS.912.H.1.3: Relate works in the arts to various cultures. 2016 SS.912.H.1.4: Explain Philosophical beliefs as they relate to works in the arts. Data Driven Benchmark(s) Activities Course Code: 2109310 Assessment(s) Strategies GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 Topic 17: Global Imperialism Pacing Traditional Block Date(s) 8 days 4 days Essential Question: How did imperialism affect local, national and global affairs in the late 19th and early 20th Centuries? 03-11-16 to 03-29-16 03-11-16 to 03-29-16 Please note: This topic correlates to essential content required for student mastery on the U.S. History End of Course assessment. TRAND(S) and STANDARD(S): World History Standard 1: Utilize historical inquiry skills and analytical processes Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each. Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power Humanities Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts Standard 2: Respond critically and aesthetically to various works in the arts Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content Course Themes Addressed: Human and environmental interaction Demography and disease Migration Patterns of settlement Technology Development and Interaction of Cultures Belief systems, philosophies and ideologies Creation, Expansion and Interaction of Economic systems Trade and Commerce Labor systems Industrialization Development and Transformation of Social Structures Gender roles and relations Racial and ethnic constructions Social and economic classes State Building, Expansion and Conflicts Political structures and forms of governance Empires Nations and nationalism Revolts and Revolutions Imperialism New Imperialism o Economic Imperialism Cultural Motives o White Man’s Burden o Christian Missionaries Protectorates, Mandates and NGSSS-SS Benchmarks Florida Standards Focus Standard: LAFS.910.WSHT.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Content Benchmarks: SS.912.W.6.4: Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the SS.912.W.6.5: Summarize the causes, key events, and effects of the unification of Italy and Germany. SS.912.W.6.6: Analyze the causes and effects of imperialism. Instructional Tools Florida Standards Focus Activity: Have students write an essay that develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience which evaluates the impact of the Industrial Revolution on the rise of Imperialism. Vocabulary/Identification: imperialism, new imperialism, King Leopold II of Belgium, David Livingstone, King Leopold II, Scramble for Africa, Berlin Conference, Shaka, Asante Kingdom, Cecil Union of South Africa, Suez Caribbean, andRhodes, Latin America. Canal, The Mahdi, annex, protectorate, indirect rule, Federation of Indochina, colonialist, exploitation, Menelik II, Spheres of Influence, settlement colonies, dependent colonies, King Chulalongjorn, assimilation, panama canal, White Man’s Burden, missionary, Meiji Restoration, Samoa, Guam, Spanish American War, Sino-Japanese War, Treaty of Shimonoseki, Mumbai, Bombay, RussoJapanese War, Dutch East Indies, Treaty of Nanjing, Opium War, The Taiping Rebellion, Open Door Policy, Self-strengthening movement, Empress Ci Xi, Boxer Rebellion, Rammohun Roy, Indian Revolt of 1857, Thailand, Xhoas Cattle Killing, natural resources, Java, Sumatra. Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion. SS.912.W.6.7: Identify major events in China during the 19th and early 20th centuries related to imperialism. Technology: Video Segment: Imperialism in Portuguese Brazil http://www.learner.org/courses/worldhistory/unit_video_20-1.html SS.912.W.7.1: Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism. Video Segment: Imperialism in South Africa http://www.learner.org/courses/worldhistory/unit_video_20-2.html SS.912.G.2.1:Identify the physical characteristics and the human characteristics that define and differentiate regions. SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. Video Segment: Imperialism in East Asia http://www.learner.org/courses/worldhistory/unit_video_20-3.html Video Segment: Colonial Zanzibar http://www.learner.org/courses/worldhistory/unit_video_21-1.html Video Segment: Colonial India http://www.learner.org/courses/worldhistory/unit_video_21-2.html Research and information on Imperialism throughout the world http://www.casahistoria.net/imperialism.htm University of Montreal- (Brief) History of European - Asian trade- This site has general information as well as amps and charts detailing European and Asian relation, including the Spice Trade routes as well as imperialism http://www.iro.umontreal.ca/~vaucher/Genealogy/Documents/Asia/EuropeanExpl GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content Indirect Rule Scramble for Africa o Berlin Conference The French in North Africa o The British in North Africa o European Claims in SubSaharan Africa Expansion into Asia o British Imperialism in India o Japanese Response to Imperialism & Growth of National Ideology o Sino-Japanese War o Treaty of Nanjing o Taiping Rebellion Southeast Asia o The United States in the Pacific Islands o Thailand: a Case Study NGSSS-SS Benchmarks SS.912.W.1.3: Interpret and evaluate primary and secondary sources. oration.html SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. British National Archives- Black Presence-this site explores Asian and Black history in the Caribbean in Britain from 1500 to 1850 through SS.912.W.1.5: Compare conflicting interpre primary documents and general information http://www.nationalarchives.gov.uk/pathways/blackhistory/index.htm SS.912.W.1.6: Evaluate the role of history in shaping identity and character SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. Instructional Tools Columbia University- China and Europe- What is Modern- This website compares Europe and China between 1500-1937 through general information, primary documents and video segments http://afe.easia.columbia.edu/chinawh/ SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. Useful documents hosted by the University of California Los Angeles on British India http://www.sscnet.ucla.edu/southasia?History/British/BrIndia.html SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. SHEG: Sepoy Rebellion (http://sheg.stanford.edu/sepoy-rebellion) Battle of Adwa (http://sheg.stanford.edu/battle-adwa) SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. Crash Course 37: Communists, Nationalists and China’s Revolution (https://www.youtube.com/watch?v=UUCEeC4f6ts) Crash Course 34: Samurai, Daimyo, Matthew Perry (https://www.youtube.com/watch?v=Nosq94oCl_M) Crash Course 35: Imperialism (https://www.youtube.com/watch?v=alJaltUmrGo) SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place. SS.912.G.1.3:Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. SS.912.H.1.3: Relate works in the arts to various cultures. SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. Crash Course 213: Asian Response to Imperialism (https://www.youtube.com/watch?v=nxmWfbXS4Pw) Useful documents hosted by the University of California Los Angeles on British India http://www.sscnet.ucla.edu/southasia?History/British/BrIndia.html Suggested Activities: Have students create a political cartoon depicting one of the reasons for imperialism (cultural, political or economic.) http://regentsprep.org/Regents/global/themes/imperialism/index.cfm Have students map the European territories and or colonies that resulted from the Scramble for Africa. Have students imagine that they are a reporter for an African nation, write an GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks SS.912.W.1.2: Compare time measurement systems used by different cultures. Instructional Tools article reporting on the Berlin Conference. Have students creating a Venn Diagram comparing Japan during the Tokugawa Shogunate and Meiji Restoration Have students write a journal entry from the perspective of an Indian Sepoy, evaluating specifically the British insensitivity to Indian Culture. Have students research the lasting legacy of British Rule in India today. In retrospect what elements of British rule are still evident in Indian society? http://www.archaeologyonline.net/artifacts/colonial-legacy.html http://www.indiana.edu/~hisdcl/G369_2002/japanese_imperialism.htm Have students chart and compare European Imperialism in Africa in regards to initial motivation and the lasting effects. Have students compare the textile industry in India, China, and Japan using charts, pictures, graphs, and other primary documents. http://www.britannica.com/EBchecked/topic/589392/textile/15596/Developmentof-textiles-and-the-textile-industry Have students debate the validity of the arguments presented in White Man’s Burden. http://www.fordham.edu/halsall/mod/kipling.html Have students compare the reasons for the Ruso-Japanese and Sino-Japanese war as well as the effectiveness and outcomes of each. http://www.learner.org/courses/worldhistory/unit_video_22-1.html Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content. Additional ELL Strategies: Provide students with oral and visual cues for directions. Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php Games and activities for the ELL Classroom http://iteslj.org/c/games.html What are read-a-louds, and what can they do for instruction? http://www.learner.org/workshops/tml/workshop7/teaching2.html This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print Brigham Young University offers printable World History blank outline maps, divided by region: https://geography.byu.edu/pages/resources/outlinemaps.aspx State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences website. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Department of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. GRADE LEVEL OR COURSE TITLE: Date Traditional: March11March 29, 2016 Block: March11March 29, 2016 MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Pacing Guide Benchmark(s) Data Driven Benchmark(s) Activities Course Code: 2109310 Assessment(s) Florida Standards Focus Standard: LAFS.910.WSHT.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Content Benchmarks: SS.912.W.6.4: Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, the SS.912.W.6.5: Summarize the causes, key events, and effects of the unification of Italy and Germany. SS.912.W.6.6: Analyze the causes and effects of imperialism. SS.912.W.6.7: Identify major events in China during the 19th and early 20th centuries related to imperialism. SS.912.W.7.1: Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism. SS.912.G.2.1:Identify the physical characteristics and the human characteristics that define and differentiate regions. SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. SS.912.G.4.1: Interpret population growth and other demographic data for any given place. Caribbean, and Latin America. Strategies GRADE LEVEL OR COURSE TITLE: Date MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Pacing Guide Benchmark(s) SS.912.W.1.3: Interpret and evaluate primary and Traditional: March11-March secondary sources. 29, 2016 SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. Block: March11-March SS.912.W.1.6: Evaluate the role of history in 29, 2016 shaping identity and character SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. Data Driven Benchmark(s) Activities Course Code: 2109310 Assessment(s) Strategies GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 Topic 18: The Age of Ism’s ( Nationalism and Militarism) Pacing Traditional 7 days Block 3.5 days Date(s) 03-30-16 to 04-07-16 Essential Question: How did the formation of European alliances, nationalism and militarism contributed to the start of World War I? Please note: This topic correlates to essential content required for student mastery on the U.S. History End of Course assessment. 03-30-16 to 04-07-16 STRAND(S) and STANDARD(S): World History (Standard 1: Utilize historical inquiry skills and analytical processes) (Standard 6: Understand the development of Western and non-Western Nationalism, industrialization and imperialism, and the significant processes and consequences of each) (Standard 7: Recognize significant causes, events, figures, and consequences of the Great War period and the impact on worldwide balance of power) Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts) (Standard 2: Respond critically and aesthetically to various works in the arts) (Standard 3: Understand how transportation, trade, communication, science and technology influence the progression and regression of cultures) Essential Content Course Themes Addressed: Development and Interaction of Cultures Belief systems, philosophies and ideologies Science and technology Creation, Expansion and Interaction of Economic systems Labor systems Capitalism and Socialism Development and Transformation of Social Structures Social and economic classes State Building, Expansion and Conflicts Political structures and forms of governance Nations and nationalism Revolts and Revolutions 3rd Nine Weeks NGSSS-SS Benchmarks Florida Standards Focus Standard: LAFS.910.WSHT.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Content Benchmarks: SS.912.W.6.4: Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, Caribbean, and Latin America. SS.912.W.6.5: Summarize the causes, key events, and effects of the unification of Italy and Germany. SS.912.W.6.6: Analyze the causes and effects of imperialism. SS.912.W.7.1: Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism. SS.912.G.2.1: Identify the physical characteristics and the human characteristics that define and differentiate regions. Instructional Tools Florida Standards Focus Activity: Have students write an create an encyclopedia entry that is informative and includes the narration of historical events that led to the start of World War I. Vocabulary/Identification: nationalism, Risorgimento, Young Italy Movement, Giuseppe Mazzini, Giuseppe Garibaldi, liberals. Unification, Otto Von Bismarck, Kaiser, The Zollverein, The Junkers, Franco-Prussia War, Realpolitik, Czar Alexander II, Emancipation, Serfs, Social Democratic Party, Autocrat, pogroms, Russification, nihilists, Duma, Tanzimat Reforms, dual monarchy, Balkan League, Crimean War, Treaty of Sanstefano, militarism, alliance system, Triple Alliance, Triple Entente, Kulturkampf, Reichstag, Treaty of Prague, Francis Joseph I, Revolution of 1905, mobilization. Please note: the vocabulary/identification list is provided as a basic introduction and list of terms and ideas associated with this topic. Individual teachers may use additional information at their discretion. Correlated US History EOC Lesson Plan: (password protected: miami-dade-us-history) http://socialsciences.dadeschools.net/files/eoc_lesson_plans/11th_grade/SS.91 2.A.4%20World%20War%20I.pdf GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content Regional, trans-regional and global structures and organizations Nationalism and Reform in Europe The Unification of Italy o Liberals and Nationalists o Giusepe Mazzini o Giuseppe Garibaldi o Young Italy Movement The Unification of Germany o The Prussian Influence o The Wars of Unification o The German Empire o Otto Von Bismark Reform and Revolution in Russia o Domestic and Foreign Policies o Alexander II o Emancipation of Serfs o Revolution of 1905 o Duma Unrest in Austria-Hungary o The Monarchy o The Ottoman Empire o The Tanzimat Reforms o Crimean War o The Balkan Wars Militiriasm o The Rise of Alliance System o The Triple Alliance o The Triple Entente NGSSS-SS Benchmarks SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world. SS.912.G.2.3: Use geographic terms and tools to analyze case studies of regional issues in different parts of the world that have critical economic, physical, or political ramifications. Instructional Tools Technology: This following sites show the causes of World War I: http://www.historyonthenet.com/ww1/causes.htm http://www.authentichistory.com/1914-1920/1-overview/1origins/ Crash Course 36: Archdukes and WWI (https://www.youtube.com/watch?v=_XPZQ0LAlR4) SS.912.G.4.1: Interpret population growth and other demographic data for any given place. Crash Course 209: How WWI Started (https://www.youtube.com/watch?v=Cd2ch4XV84s) SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. Crash Course 2, 10: Who started WWI (https://www.youtube.com/watch?v=_pFCpKtwCkI) SS.912.G.4.3: Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas. Suggested Activities: Have students create a timeline of important events concerning the unification of Italy. SS.912.G.4.7: Use geographic terms and tools to explain cultural diffusion throughout places, regions, and the world. Have students create a timeline of important events in the unification of Germany. SS.912.G.4.9: Use political maps to describe the change in boundaries and governments within continents over time. Have students create a Venn Diagram comparing Nationalism and Unification in Germany and Italy. SS.912.H.3.1: Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture. Have students list the governmental and economic structure of Germany under the leadership of Bismark and evaluate the effectiveness of his approach. SS.912.W.1.1: Use timelines to establish cause and effect relationships of historical events. SS.912.W.1.6: Evaluate the role of history in shaping identity and character Skill Benchmarks: SS.912.G.1.1: Design Maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place. Have students discuss the difference between emancipation of slaves or serfs and equality for all people. Have students chart the causes and effects of the Revolution of 1905- The First Russian Revolution. https://libcom.org/history/1905-the-russian-revolution Have students create an encyclopedia entry for the concept of dual monarchy. They should include a definition, and the relationship to Austria-Hungary. Have students map the triple alliance and the triple entente just prior to the start of WW I. Have students compare the Ottoman Empire at the end of the 19th century to the Ottoman Empire at the height of its reign. Have students list reasons for the decline of the Empire. GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools SS.912.G.1.3: Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. Have students discuss whether or not the Crimean War had negative or positive effects on the Ottoman Empire. Students must be able to list the reasons and defend their position in a class debate. SS.912.H.1.3: Relate works in the arts to various cultures. SS.912.W.1.2: Compare time measurement systems used by different cultures. Assessment: Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. SS.912.W.1.3: Interpret and evaluate primary and secondary sources. ELL: Use visual depictions of historical events in order to increase ELL students’ mastery of related content. SS.912.W.1.4: Explain how historians use historical inquiry and other sciences to understand the past. Additional ELL Strategies: Provide students with oral and visual cues for directions Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach http://www.literacyconnections.com/InTheirOwnWords.php SS.912.W.1.5: Compare conflicting interpretations or schools of thought about world events and individual contributions to history (historiography). Games and activities for the ELL Classroom http://iteslj.org/c/games.html What are read-a-louds, and what can they do for instruction? http://www.learner.org/workshops/tml/workshop7/teaching2.html This ELL website offers free blank printable graphic organizers and semantic webs: http://www.everythingesl.net/inservices/graphic_organizers.php?ty=print Brigham Young University offers printable World History blank outline maps, divided by region: https://geography.byu.edu/pages/resources/outlinemaps.aspx State and District Instructional Requirements: Teachers should be aware that State and District Policy requires that all teachers K-12 provide instruction to students in the following content areas: GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 3rd Nine Weeks Essential Content NGSSS-SS Benchmarks Instructional Tools African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed Lesson Plans can be downloaded from the Department of Social Sciences web-site. http://socialsciences.dadeschools.net , under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SPED: Go the Department of Social Sciences’ website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level. GRADE LEVEL OR COURSE TITLE: Date Traditional: March 30-April 7, 2016 Block: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Pacing Guide Benchmark(s) SS.912.W.6.4: Describe the 19th and early 20th century social and political reforms and reform movements and their effects in Africa, Asia, Europe, the United States, Caribbean, and Latin America. March 30-April SS.912.W.6.5: Summarize the causes, key events, and effects of the unification of Italy and Germany. 7, 2016 SS.912.W.6.6: Analyze the causes and effects of imperialism. SS.912.W.7.1: Analyze the causes of World War I including the formation of European alliances and the roles of imperialism, nationalism, and militarism. Data Driven Benchmark(s) Activities Course Code: 2109310 Assessment(s) Strategies GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Course Code: 2109310 DISCOVERY EDUCATION RESOURCES *Please login to Discovery Education through you portal and copy and paste resource name into search function on the Discovery Education website. TOPIC 13: THE INDUSTRIAL REVOLUTION Videos: Life before the Industrial Revolution Early Industrial Revolution in Britain Great Britain: Home of the Industrial Revolution The Dawn of the First Industrial Revolution New England's Industrial Revolution The Birth of the Industrial Revolution Revolution in the Textile Industry The New Steam Engine Discovering Coal Bessemer Process Trevithick’s Steam Engine Locomotives Chinese American Laborers Build the Transcontinental Railroad Robert Fulton Invents the Steamboat Machines and Factories Factories and the Growth of Industrial Cities Early Entrepreneurs The Impact of Interchangeable Parts Henry Ford: Changing the Way Americans Worked, Played, and Traveled The Earliest Factory Workers: Women and Immigrants Child Labor & Bad Working Conditions Women and Children Social Transformation and the Industrial Revolution Early Labor Movements Unions and Strikes Labor in the Mines: Unionization John Llewellyn Lewis: Iron-Willed Advocate for Labor Reform Seeking Reform The Status of Women Jane Addams Founds Hull House in Chicago The Introduction of Industrialism Urban Centers The Urban Transformation Urbanization: Changing the Landscape Immigration GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Audio: Stuff You Missed in History Class Podcast: Fire at the Triangle Shirtwaist Factory The Industrial Revolution: Railways The Industrial Revolution: European Efforts toward Industrialization The Industrial Revolution: The Age of Iron, Coal, & Steam The Industrial Revolution: Industrialization's Urban Fabric The Industrial Revolution: The U.S. Industrial Movement & the Modern Status of Industrialization The Industrial Revolution: The Face of U.S. Industrialization Images: English farm land, showing small fields. An industrial landscape in 1833. Replica of Arkwright's first spinning machine Samuel F.B. Morse in his study. James Watt (1736-1819), British inventor. Eli Whitney's cotton gin. Making steel by the Bessemer process. Emperor Meiji opens Parliament. John Stuart Mill (1806-1873). Jane Addams (1860-1935). Articles: Utilitarianism Luddites Factory System TOPIC 14: THE AGE OF REVOLUTIONS (AMERICAN AND FRENCH) Videos: French and Indian War British Rule Unrest between Colonists and Loyalists A Nation Is Born: America Revolts against British Rule Financial Revenue Acts Intolerable Acts The Charges against King George III Tensions between British and Patriots Escalate Writing the Declaration of Independence The Enlightenment in the Declaration of Independence The Revolutionary War: Rebels and Redcoats Building and Mobilizing the Continental Army Course Code: 2109310 GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History George Washington The Revolutionary War: 1775 to 1778 The Treaty of Paris The Secret of American Success The Fabled Birth of the Constitution The French Revolution French Society in the 1780s The Storming of the Bastille The Declaration of the Rights of Man and the Citizen Radical Citizens: The Sans Culottes, the Jacobin Club, and Other Revolutionaries in Paris 1790-1791: Reform in the National Assembly The Failed Royal Escape and the Creation of a Constitution King Louis XIV is Beheaded Capital Punishment: The Guillotine versus the Sword The Reign of Terror in France The Reign of Terror Takes Thousands of Lives 1796-199: Life under the Directory The Dictatorship Begins: Napoleon Becomes Emperor of France Exile and Return: The Battle of Waterloo The Painting of Napoleon’s Coronation: False Propaganda Napoleon Cleans Up Paris Emperor Napoleon Napoleon’s Decline in Power The Effects of Napoleon's Reign Epilogue: The End of the Age of Aristocracy Audio: Stuff You Missed in History Class Podcast: How the Boston Tea Party Worked Stuff You Missed in History Class Podcast: How the French Revolution Worked Stuff You Missed in History Class Podcast: Did Marie Antoinette Really Tell French Peasants to Eat Cake? Stuff You Missed in History Class Podcast: Napoleon in Egypt: The Savants The French Revolution: A Historical Perspective The French Revolution: Taxation Unrest & The Creation of the National Assembly The French Revolution: The Reaction of the Ruling Class The French Revolution: Violence & Revolution The French Revolution: Bourgeoisie Values & Style Dominate The French Revolution: The Terror The Napoleonic Era: Revolution, Democracy, & Napoleon The Napoleonic Era: Artistic Response to Napoleon The French Revolution: Lasting Effects of the French Revolution Images: Course Code: 2109310 GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History English King George III (1738-1820). George Washington, 1783. "France Receives the Three Orders." The taking of the Bastille, on July 14, 1789. The execution of Louis XVI, 1793. Marie Antoinette led to her execution. Marie Antoinette by Elisabeth Vigee-Lebrun Maximilian Robespierre (1758-1794). Napoleon Crowns Himself Emperor of France The Congress of Vienna, 1814-1815. Articles: Bourgeoisie Congress of Vienna Skill Builder: American Revolution TOPIC 15: AGE OF REVOLUTIONS (LATIN AMERICAN AND CARIBBEAN) Videos: The Wars for Independence Haiti’s Slave Rebellion The History of Haiti: From Prosperity to Desolation Horrible Histories: Battlin’ Bolivar (BGL) Colonialism Mexican Independence Day Modern History: Independence and Struggle Mexican Revolution The Monroe Doctrine The Monroe Doctrine, 1823 Roosevelt Corollary The Mexican War, 1846-1848 The Story of Francisco Pancho Villa Pancho Villa and Film Mexican Vaqueros Audio: Stuff You Missed in History Class Podcast: Toussaint L’Ouverture and the Haitian Revolution Stuff You Missed in History Class Podcast: Simon Bolivar, the Liberator Stuff You Missed in History Class Podcast: Maximilian, Mexico’s Habsburg Prince Course Code: 2109310 GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Images: Artist's view of battle during Haitian Revolution. Head and Shoulders Portrait of General Toussaint L'Ouverture Simón Bolivar (1783-1830). Dom Pedro I (1798-1834). Dom Pedro II (1825-1891), Emperor of Brazil. Father Miguel Hidalgo y Costilla (1753-1811). Portrait of Emiliano Zapata by Diego Rivera Mexican Revolutionary Pancho Villa The battle of Monte Caseros, 1852. Antonio López de Santa Anna (1795-1876). The surrender of Mexican General Santa Anna. Porfirio Díaz ruled Mexico for 31 years. Articles: Simon Bolivar O’Higgins, Bernardo TOPIC 16: THE AGE OF ISMS Videos: Potential Overpopulation Issues Free Market vs. Command Economies Price, Supply, and Demand in a Free Market Economy The Squalid Phase of Capitalism: The Railroad Industry in the Late 19th Century Maintaining, Expanding, and Sharing Production Building a Socialist Government Socialism, Change, and the Fate of Upton Sinclair Socialism, Annie Besant, and Cornflakes Rananim: A Utopian Community of Like Minds Karl Marx: Conflict Theory Karl Marx's Communist Manifesto Communism and the Soviet Union The Emergence of the Ruling Ideologies: The Capitalists and the Communists Romanticism Romanticism Goya: The Beginning of Romanticism Themes in Romantic Literature and Poetry Relationship with George Sand Beethoven: A Man of the Times Impressionist Style Early Days of Manet, Monet, and Berthe Morisot Course Code: 2109310 GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Leaders of Impressionism Post-Impressionism Realism Realism, Social Theory, and Nationalism Zola the Art Critic and Writer of Realism Author Profile: Mark Twain Emily Davidson – June 4, 1913 Amelia Bloomer Publishes the Lily, The First National Magazine for Women Sojourner Truth Delivers Famous Speech Susan B. Anthony is Arrested Women's Suffrage Early Cartography and Geology From Chambers to Darwin Darwin, the Beagle, and Finches: Darwin Discovers Evidence of Natural Selection -Origin of the Species – Changes the World’s View of Nature Survival Theories: Social Darwinism and Eugenics Albert Einstein Einstein and the Theory of Relativity The Influence of “The Interpretation of Dreams” and Freud’s Other Ideas Author Profile: Joseph Conrad Early Modernism: Conrad's Heart of Darkness Russian Composers The Later Life and Legacy of Pyotr Ilich Tchaikovsky Mary Shelley's "Frankenstein": The Real Story Audio: Stuff You Should Know Podcast: Was Malthus Right about Carrying Capacity? The Ideas of Karl Marx: The Contradictions of Capitalism The Ideas of Karl Marx: Rallying for the Proletariat The Industrial Revolution: Laissez-Faire Politics & Working Life Social Reform Movements: In Defense of Capitalism The History of World Literature: Romanticism: Themes & Heroes Stuff You Missed in History Class Podcast: How Vincent van Gogh Worked Stuff You Missed in History Class Podcast: How Mark Twain Worked Stuff You Missed in History Class Podcast: Who Was the Real Dr. Frankenstein? Stuff You Should Know Podcast: How Albert Einstein’s Brain Worked Images: Adam Smith (1723-1790). Karl Marx (1818-1883). Thiers tries to destroy the monster of socialism. Robert Owen, the British social reformer. Owen's plan for an Indiana model community. Course Code: 2109310 GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Nympheas by Claude Monet Ludwig von Beethoven (1770-1827). Mark Twain, American Author Herbert Spencer, who founded "Social Darwinism." Albert Einstein (1879-1955). Articles: Capitalism Socialism Communism Learning Guides: Shmoop Learning Guide: Mark Twain Shmoop Learning Guide: Albert Einstein TOPIC 17: GLOBAL IMPERIALISM Videos: Missionaries and Colonization The Battle for Souls in the New World Colonization and Imperialism Sorting Humans Expansionism Economics and Tea Time The Scramble for Africa Livingstone & the Zambezi River The Destruction of the Congo and its People The Quest for Wealth: European Colonization and Imperialism in Africa The Scramble for African Colonies Early European Explorers and Cecil Rhodes Natural Riches Discovered The Zulu Kingdom Egypt’s Strategic Importance Gandhi’s India England Wins the Opium Wars China: The Open Door Policy War with Japan The White Man's Burden: America in the Philippines, Puerto Rico, & Cuba Diplomacy of Imperialism Audio: The Causes of World War I: Imperialism Course Code: 2109310 GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History Imperialism: Its Means & Ends Imperialism: How the Europeans Gained Control in Africa Stuff You Missed in History Class Podcast: Dr. Livingstone, I Presume? Imperialism: British Treatment of Indigenous Indian Populations Stuff You Missed in History Class Podcast: The White Rajahs of Sarawak Stuff You Missed in History Class Podcast: Who is India’s Joan of Arc? Stuff You Missed in History Class Podcast: How the Taiping Rebellion Worked Images: The Conference of Berlin, 1884-1885. Map, Africa partitioned, 1914. Kumasi, Asante state capital, 19th century. Asante king Prempeh submits to British, 1896. Leopold II, king of Belgium. The Mahdi of the Sudan (1843-1885). King Menelik II (1844-1913). Sepoys of the Madras army. Rebellious sepoys being blown apart by cannon. Storming of Delhi by British troops, 1857. A scene at one of China's first modern arsenals. Treaty of Nanjing signing aboard Cornwallis. Taiping rebels. Chinese indemnity money, Second Opium War. Japanese and Chinese cavalry, Sino-Japanese War. The Japanese occupation of P'yongyang, Korea. A company of Boxers. Officers watch the advance on Peking, 1900. The empress dowager Cixi (Tz'u-hsi, 1835-1908). Japanese gunners bombard the Russian naval base. Chulalongkorn, reigned 1868-1910. Articles: Imperialism Colonies and Colonialism Protectorate Mandate Sepoy Mutiny Skill Builder: The Far East: Spheres of Influence at the Turn of the Twentieth Century Learning Guide: Schmoop Learning Guide: Heart of Darkness Course Code: 2109310 GRADE LEVEL OR COURSE TITLE: MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide- Social Studies Ninth Grade- World History TOPIC 18: THE AGE OF ISMS (NATIONALISM AND MILITARISM Videos: The Spread of Nationalism Late-Nineteenth-Century Europe Verdi and the Unification of Italy Building the Prussian Army Krupp, Bismarck, and Benefits for Workers Rise of Nationalism Russia and Serfdom Onset of Russian Revolution 1905 Factory Strike Bloody Sunday Sparks Revolution of 1905 A Cry for Reform: The Creation of the Duma and a Constitution Constitutional Monarchy The Struggle for Civil Liberties Fails The Beginning of the End of the Hapsburg Dynasty The Struggle for Control in the Balkans The Balkan Wars Nationalism The Alliance System Audio: Stuff You Missed in History Podcast: Who Were Garibaldi’s 1000? Stuff You Missed in History Class Podcast: Mary Seacole and the Crimean War Images: Map: the unification of Italy, 1859-1870. Count Camillo di Cavour (1810-1861). Map: the unification of Germany, 1866-1871. Otto von Bismarck. Alexander III, tsar from 1881 to 1894, and family. Russian peasants, about 1909-1915. A map showing the decline of the Ottoman Empire. The Ottoman Sultan Abdulmejid with his vizier. Francis Joseph I, Austrian Emperor. Articles: Mazzini, Giuseppe Bismarck, Prince Otto Edward Leopold von Easter Rebellion Course Code: 2109310