Summer 2013
Washington Township Public Schools
Concept-Based
Format
Office of Curriculum & Instruction
Curriculum Guide Checklist
Course Title: Honors World History & Cultures: The Modern Era
Submitted By: Todd F. Oberholtzer
Date:
(Elementary Director or /MS/HS Dept Supervisor please check)
Acceptable
Not Acceptable
N/A
Comments
I.
Cover Page (Course Description)
II.
Demonstrable Proficiencies (MS & HS only)
III.
Scope & Sequence (Elementary Only)
IV.
List of Major Units of Study
V.
(For each unit of study include the following A-E)
A. Unit Overview
B. Unit Graphic Organizer (Web)
C. Unit Plan
1.
Topics/Concepts
2.
Critical Content (Students Will Know)
3.
Skill Objectives (Students Will Be Able To)
4.
Instr./Learning Activities and Interdisciplin. Connections
5.
Instructional Resources with Title and Page Number
6.
Technology and 21st Century Skills Integration
7.
NJCCCS with CPI References
8.
Evaluation/Assessment
D. Lesson Plan Detail (Elementary Only)
E. Cross-Content Standards Analysis Page
F. Curriculum Modification Page Insert
Approval: Principal:
Department Supervisor:
PLEASE NOTE:
Revised Summer 2013
Curriculum Director:
Asst. Superintendent:
Board of Education:
A completed and signed checklist MUST accompany each course of study that is submitted for approval.
Washington Township Public Schools
COURSE OF STUDY – CURRICULUM GUIDE
Course: Honors World History & Cultures: The Modern Era___
Written By:
Todd F. Oberholtzer
Under the Direction of: Daniel Saia, Dept. Supervisor
Description:
Honors World History & Cultures is an advanced course for students who are reading and writing at or above grade level,
demonstrating intellectual curiosity and who possess a mastery of the comprehensive academic skill set required in the completion
of advanced assignments within a fast paced instructional model geared to intellectual immersion in the study of human history and
the evolution of human cultures.
This course provides a comprehensive survey of world history from the origins of civilization to the present with a primary
emphasis on the development of the Modern Era while making connections past to present. The key conceptual lens employed will be
transformative change (revolution) in the evolution of human civilizations and cultures. Appropriate social science vocabulary,
research paradigms and methods will be utilized, introducing students to the professional tools employed by social scientists in the
field. The content material will combine exploration into the development of Western Civilization with the broad global historical
connections that unify the story of human history and provide clarity to the present.
Students are required to complete regular homework on a timely basis, read and analyze primary source documents, write essays,
complete group projects using cooperative learning, research using the IMC and Internet resources, master and employ technologies
including computer hardware, web 2.0 tools, webquests, cloud computing (Coursesites, Dropbox, Jotform, Skydrive, Socrative) ,
district provided software such as Power Point, FrontPage and Word, while demonstrating mastery of content material through
regular tests and quizzes, both in class and online. Student skills utilizing computer technology and cloud computing resources will
be enhanced and reinforced throughout the year as per district technology objectives and recognized research based standards for
the advanced 21st century classroom will be enforced. Instructional focus will be centered on problem based learning and elevation of
intellectual discourse to create a meaningful dialectical synthesis featuring a deeper understanding of complex historical trends,
topics and traditions across the cognitive spectrum of time and the human experience.
Revised: Summer 2013
1
Joseph A. Vandenberg: Assistant Superintendent for Curriculum & Instruction
Barbara E. Marciano: Director of Elementary Education
Jack McGee: Director of Secondary Education
Written: Summer 2013
Revised:
BOE Approval:
Revised: Summer 2013
2
DEMONSTRABLE PROFICIENCIES
COURSE TITLE:
I.
Honors World History & Cultures: The Modern Era
CLASSWORK REQUIREMENTS
A. Students must effectively follow directions.
B. Written work must be neat, legible and reflect spelling and grammar at or above grade level.
C. Notes and assignments must be organized and up to date.
D. Homework (reading and/or written) is a regular requirement.
E. Written reports, oral reports and other projects are regular requirements.
F. A major research paper will be completed on a significant historical topic
G. The IMC will be used for both research and practice in research skills.
H. Unit tests, quizzes, essays and other assessments, in class and online, are regular requirements.
I. Essays are required components of all major tests.
J. Computer proficiency in both hardware manipulation and applications usage as required
K. Proficiency using the internet, Web 2.0 tools and online education resources
II.
ATTITUDE & BEHAVIOR
A. The teacher will encourage students to listen and respect ideas of others in class through mature discussion of related historical topics.
B. During group activities, students should show the ability to cooperate with peers, provide research support and work together in organizing materials.
C. Each student must participate by preparing for and positively engaging in class discussions, debates and other assorted projects.
D. Behavior that is considerate of others is always expected: disruptive students will be handles through parent conference and/or other administrative procedures.
E. The Student Code of Conduct is the governing document relating to the disposition of inappropriate or disruptive behavior in the classroom.
Revised: Summer 2013
3
III.
COURSE OBJECTIVES/OVERVIEW
Unit I. Origins of the Modern World (2 weeks Review, 7 weeks Renaissance/Reformation)
1. Ancient & Classical Civilizations: A Review
A. Human Origins and the Neolithic Revolution
Chapter 1 Before History
pp. 5-22
B. River Valley Civilizations (Mesopotamia, Egypt, India, China)
Chapter 2 Early Societies in Southwest Asia
pp. 25-46
Chapter 3 Early African Societies
pp. 49-68
Chapter 10 Mediterranean Society: The Greek Phase
pp. 189-208
Chapter 11 Mediterranean Society: The Roman Phase
pp. 211-229
C. Classical Civilizations (Greece, Hellenistic Civilization, Rome)
Chapter 12 Cross Cultural Exchanges; Fall of Roman Empire pp. 246-50
2. Medieval Europe: A Review
Chapter 16 The Post Classical Era; Economy and Society in Early
Medieval Europe
Chapter 19 The Increasing Influence of Europe
3. Renaissance
pp.337-347
pp. 391-413
Chapter 21 Reaching Out; Expanding Horizons of Cross-Cultural
Interaction, Recovery in Europe: State Building pp. 448-453
4. Reformation
Chapter 23 The Transformation of Europe, The Fragmentation of Western
Christendom, The Protestant Reformation
pp. 493-498
MP 1 BENCHMARK ASSESSMENT
 Renaissance & Reformation
Unit II. First Global Age of Encounters (4 weeks)
1.Age of European Exploration Chapter 22: Transoceanic Encounters and Global Connections, pp. 465-490
2. Mercantilism & Colonization
Revised: Summer 2013
4
Unit III. Intellectualism of the West (4 weeks)
1.Scientific Revolution
Chapter 23: The Transformation of Europe, Science and Enlightenment, pp. 512-516
2.Enlightenment
Chapter 23: The Transformation of Europe, The Enlightenment, pp. 516-520
Unit IV. Absolutism (1 weeks)
1. Absolutism
Chapter 23: The Transformation of Europe, The Consolidation of Sovereign States, pp. 498-506
MID-TERM EXAMINATION
 Renaissance through Absolutism
Unit V. Age of Revolutions and the Impact of Transformative Change (9 weeks)
1. American Revolution
Chapter 28: Revolutions and National States in the Atlantic World, The American Revolution pp. 624-627
2. French Revolution
Chapter 28: Revolutions and National States in the Atlantic World, The French Revolution pp. 627-631
3. Latin American Independence
Chapter 28: Revolutions and National States in the Atlantic World, The Influence of Revolution pp. 631-637
4. Industrial Revolution
Chapter 29: The Making of An Industrial Society, pp. 651-674
5. Russian Revolution
Chapter 31: Societies at Crossroads, The Russian Empire Under Pressure, pp. 713-717
MP 3 BENCHMARK ASSESSMENT
 American, French, Industrial, Russian Revolutions and Latin American Independence Movements
Revised: Summer 2013
5
Unit VI. Clash of Civilizations Occidental v. Oriental (7 weeks)
1.Japan (Tokugawa & Meiji)
(Imperial Japan)
2.British India and Road to Indian Independence
Chapter 31: Societies at Crossroads, The Transformation of Japan, pp. 724-727
Chapter 32: The Building of Global Empires, Imperial Japan, pp. 747-749
Chapter 32 The Building of Global Empires, The British Empire in India, pp.736-738
Chapter 37 The End of Empire, India’s Partitioned Independence, pp. 866-86
3.Imperialism in China and Revolutions in China
Chapter 26: Traditions and Changes in East Asia, The Quest for Political Stability, pp. 571-585
Chapter 35 Nationalism and Political Identities in Asia, Africa and Latin America, pp. 816-819
Chapter 37 The End of Empire, Mao’s China, pp. 879-882
Unit VII. The 20th Century and the Era of Global Conflicts (1 week)
1. World War I---The Great War
Chapter 33 The Great War: The World in Upheaval, pp. 763-787
2. World War II---True Global Conflict
Chapter 34 An Age of Anxiety, pp. 791-810
Chapter 36 New Conflagrations: World War II and the Cold War, Origins of World War II
pp. 835-853
3. The Cold War
Chapter 36 New Conflagrations: World War II and the Cold War, Origins of the Cold War
pp. 853- 861
4. Triumph of the West
Chapter 38 A World Without Borders. The End of the Cold War.
Unit VIII. 21st Century Globalism, Cosmopolitanism, Technology Revolutions
1. The Global World
pp. 892-896
(1 week)
Chapter 38 A World Without Borders. pp. 891-921
FINAL EXAMINATION
 American Revolution through Modern Global World
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6
IV.
V.
SKILLS
1.
Writing: essays, position papers, research papers, notes, annotations, critiques
2.
Reading: text, primary sources, secondary sources, journals, online forums, discussion, chats, archives
3.
Analytical: synthesis, dialectical argumentation, critical thinking, inductive & deductive reasoning, compare/contrast
4.
Technical: computer software, web-based activities (webquests, simulations, forums, discussion boards, gaming, archives, multimedia)
5.
Performance: PBLs (Problem Based Learning, Project Based Learning) cooperative learning activities, simulations, DBQs
APPRECIATION OF CONCEPTS
Students will understand and appreciate concepts relating to the development and evolution of human societies while appreciating the achievements
and the dignity of man and will be able to demonstrate mastery of these concepts through a wide variety of assessments, both subjective and objective
throughout the course of the year and on the end of year assessment representing the summation of instruction for the year.
VI.
ATTENDANCE
Attendance is taken daily and the current Board of Education Policy is applied. Students are encouraged to demonstrate an understanding of the need
for regular attendance in order to achieve continuity of learning and personal responsibility.
VII.
GRADING PROCEDURES
All grades will accurately reflect student achievement for the periods assayed. Teachers use a combination of letter grades and number grades. All
letter grades are converted to numbers at the end of each marking period. All students will complete a benchmark assessment at the conclusion of
each marking period. The final grade is given according to Board of Education policy and will include tests, quizzes, projects (written and oral), essays,
homework, preparation and participation in class. Final grades are computed using marking period average, a Midterm and Final Exam, as well as
quarterly benchmark assessments. All \students are required to take a mid-term and final examination. The mid-term examination will count as 10% of
a student’s final grade for Semester 1. The final examination will count as 10% of a student’s final grade for Semester 2.
WTHS Grade Scale: 93-100 = A; 85-92 = B; 77-84 = C; 70-76 = D; below 70 = Failing *Incompletes given must be converted to grade within 2 weeks.
All grading procedures conform to Board of Education policies as set forth by the WT Board of Education.
Revised: Summer 2013
7
Summer 2013
MAJOR UNITS OF STUDY
Course Title:
Honors World History & Cultures: The Modern Era
I.
Origins of the Modern World
II. First Global Age of Encounters
III. Intellectualism of the West
IV. Age of Absolutism
V. Age of Revolutions
VI. Clash of Civilizations: Oriental v. Occidental
VII. The 20th Century and the Era of Global Conflicts
VIII. The 21st Globalism, Cosmopolitanism, Technology Revolutions
Revised Summer 2013
UNIT OVERVIEW
Course Title: Honors World History & Cultures: The Modern Era
Unit #:
Unit Title: The Origins of the Modern World
1
Unit Description and Objectives:
This unit will assess incoming student knowledge on the principles of civilization building, identify the early civilizations and reinforce the unique
cultural motifs of the first civilized societies. Students will learn the process of civilization creation, the six social institutions which are the basic
building blocks of all societies. Students will actively employ this knowledge in a comparative analysis of the early civilizations. Students will then
intensively study the Renaissance and Reformation, making connections with the present in order to understand the Origins of the Modern World. This
unit is a reinforcement and remediation unit necessary to ensure that all students possess the requisite knowledge base for an accelerated exploration
of world history in the modern era with the requisite intellectual intensity that a weighted Honors course demands.
Essential Questions and Enduring Understandings:
Essential Questions:
1. What are the origins of Human Beings?
2. Why did Civilization develop and what is it
based upon?
Enduring Understandings/Generalizations
Students will understand that:
1. Humans share a common ancestor with the
great apes.
1.2 Human evolution occurred slowly over
millions of years, starting in Africa and
spreading throughout the world.
1.3 Human ancestors, especially Homo Erectus
and Cro-Magnon, migrated across vast distances
and populated continents.
2.1 Cro-Magnon hunter/gatherer success and
superior stone tools created food shortages
which led to females discovering agriculture and
complex social organization arising out of the
need to farm, irrigate and innovate trade for
human survival.
2.2 Cities were the crucible for civilization, the
center of economic and intellectual activity, the
Revised: Summer 2013
Guiding Questions
1.1 Where did humans originate & why?
1.2 What were the processes behind human
evolution?
1.3 What were the early human forms?
1.4 How and why did early humans migrate from
their places of origin and what were the
historical push-pull factors?
2.1 What was the Neolithic Revolution and what
was its impact?
2.2 How different was civilized urban life from
the pastoral and the hunting/gathering cultures
that co-existed for a time?
2.3 What circumstances contributed to peaceful
or to conflict ridden relationships between
pastoralists and urban based societies?
2.4 Why did urban areas develop and why were
4
3. How did Civilization develop and by what
steps did it evolve?
4. What were the Early Civilizations like?
5. What transformative role cultural diffusion
play in the evolution of civilizations?
Revised: Summer 2013
seat of political power.
2.3 Urban areas were needed to effect trade, to
provide a central location for government, to
provide for religious centers and to be the
clearinghouse for ideas.
2.3 The Six Social Institutions, Government,
Religion, Economics, Family, Education and
Social Order organize civilized societies,
ensuring that the vital needs of the society are
addressed efficiently.
3. Civilization developed due to the need to
innovate for agriculture and social organization
and the use of innovations and technologies like
writing, the wheel, literature, law,
they centers of culture?
2.5 How did the organization of People into
societies and the creation of Social Institutions
foster the evolution of civilization?
3.1 How did technological developments help
humans adapt to different environments and
regions?
3.2 What are the general characteristics of
urban-based societies and why is each
characteristic necessary?
3.3 What were the common political, social and
religious structures/institutions of the early River
Valley Civilizations?
4. The River Valley Civilizations of Mesopotamia, 4.1 Why and how did the first civilizations
Egypt, India and China were the first urban
develop along the great rivers of the world?
centered agriculture based complex societies
4.2 How were the River Valley Civilizations
featuring division of labor and social institutions. organized to facilitate the survival of the
citizens?
4.3 What role did division of labor and job
specialization play in the evolution of
civilization?
5. Cultural diffusion was the act of spreading
5.1 What role did trade and commerce play in the
cultural motifs across the globe, allowing for a
evolution of civilization?
sharing of human cultural achievement across
5.2 What role does cultural diffusion play in
multiple societies worldwide.
advancing civilization around the world?
5
UNIT GRAPHIC ORGANIZER
Sub-Concept/Topics:
Sub-Concept/Topics:
Civilization Building is Cumulative
Civilization always evolves
Civilization undergoes
transformative changes over time
Human Origins
Sub-Concept/Topics:
Evolution
Hunter/Gatherer
The Neolithic Revolution
(Agriculture)
Tool Use Fuels Rapid Development
Shift from Nomadic to Settled Life
Rise of the City in human history
Theme: Human Origins and the Rise
of Civilization
Conceptual Lens: Human Beings as
Problem Solvers and Innovators of
Transformative Change (Revolution)
Sub-Concept/Topics:
Classical Civilizations (Greece,
Hellenistic Civilization & Rome)
move Civilization to the mind
Intellectualism & Cosmopolitanism
Sub-Concept/Topics:
Sub-Concept/Topics:
River Valley Civilizations= First
Civilizations (Mesopotamia, Egypt,
India, China)
Agriculture=Few Provide for the
Many leads to Job Specialization
The Six Social Institutions (building
blocks of civilization)
Pattern of Civilized Life Develops:
Civilization is Agriculture based and
Urban oriented
Revised: Summer 2013
6
CURRICULUM UNIT PLAN
Course Title/Grade:
Unit Number/Title:
Conceptual Lens:
Unit 1 The Origins of the Modern World
The Origins of Civilization and the Basis of the Modern
World
Appropriate Time Allocation (# of Days):
Topics/Concepts
(Incl. time / # days per topic)
I. Human Origins and The
Rise of Civilization
A. Agricultural Revolution:
Few provide for the Many
B. Division of Labor and
Job Specialization; The
organization of societies
II. The Six Social
Institutions:
A. Function, Form and
Utility in Civilization
1. Family, 2. Religion, 3.
Government, 4. Social
Order, 5. Economics, 6.
Education
III. Early Civilizations
A. River Valley
Civilizations
1. Mesopotamia
2. Egypt
3. India
4.China
B. Classical Civilizations:
Apex of Civilization
Building in Ancient World
1. Greece
2. Hellenistic Civilization
Primary Core Content Standards referenced With Cumulative Progress Indicators
Honors World History & Cultures: The Modern Era
Critical Content
(Students Will Know:)
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




Revised: Summer 2013
Theories
regarding
human origins
Neolithic
(Agricultural)
Revolution,
reasons for and
transformative
results thereof
Agriculture as
basis for all
civilization
Agriculture=”
where the few
provide for the
many” leads to
division of
labor and job
specialization
Six Social
Institutions
organize
civilized
society.
Civilization is
agriculture
based and
urban
centered.
9 Weeks (45 days)
Skill Objectives
(Students Will Be Able To:)
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
General Skills:
Compare present
and past events to
evaluate the
consequences of
past decisions and to
apply lessons
learned.
Analyze how
change occurs
through time due to
shifting values and
beliefs as well as
technological
advancements and
changes in the
political and
economic landscape.
Construct various
forms of geographic
representations to
show the spatial
patterns of physical
and human
phenomena.
Relate current
events to the
physical and human
characteristics of
6.2.8.C.1.a
6.2.8.C.1.b
6.2.8.D.2.c
6.2.8.D.2.c
6.2.8.D.4.j
6.2.8.D.4.f
6.2.12.D.2.a
6.2.12.D.2.b
6.2.8.D.1.b
6.2.8.A.2.a
6.2.8.B.2.a
6.2.8.C.2.a
6.2.8.D.2.c
6.2.8.A.3.c
6.2.8.A.3.e
6.2.8.D.3.d
6.2.12.A.2.a
6.2.12.B.2.a
6.2.12.B.2.b
6.2.12.C.2.a
6.2.12.D.2.d
6.2.12.D.2.c
Instructional/Learning Activities
& Interdisciplinary Connections
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Read Nietzche “The
Use and Abuse of
History” and discuss in
online blog, discussion
forum and in class
Terms and Concepts
scavenger hunt and
puzzle reinforcement
activity
Engage in geography
project, mapping and
assessing, explaining
the influence of
geography on
civilization.
Regular current events
scavenger hunt and
class discussion tying
past to present
topically.
Use Google Maps to
Analyze Agricultural
Hearths
Engage in PBL
Material Culture
activity and present
Create a civilization
from scratch using
Simcity and prior
Instructional Resources
Teacher Instructional
Resource Texts:
Marzano, Robert. The Art
and Science of Teaching.
ASCD. Alexandria, VA.
2007. Print.
Sulla, Nancy. Students
Taking Charge: Inside the
Learner-Active
Technology Infused
Classroom. Larchmont,
NY. Eye on Education.
2011. Print
Textbook:
Bentley, Jerry H. &
Ziegler, Herbert F.
Traditions and
Encounters: A Global
Perspective on the Past, 5th
ed. NY, NY. McGraw Hill.
2011. Print.
Human Origins and the
Neolithic Revolution
Chapter 1 Before History
pp. 5-22
Technology & 21st C Skills
Integration (Specify)









Use of open
source CMS
Coursesites for
access to all
materials.
Online
assessments such
as tests and
quizzes.
WebQuests
Internet Use
Research using
online Web
based resources
Online Polling
through
Socrative or
Turnkey
Use of MS
Skydrive to
create,
manipulate and
store files in the
cloud.
Use of computer
technology for
ongoing access
to resources
Use of standard
NJCCCS w/
CPI Reference
6.2.8.C.1.a
6.2.8.C.1.b
6.2.8.D.2.c
6.2.8.D.2.c
6.2.8.D.4.j
6.2.8.D.4.f
6.2.12.D.2.a
6.2.12.D.2.b
6.2.8.D.1.b
6.2.8.A.2.a
6.2.8.D.2.c
6.2.8.A.3.c
6.2.12.A.2.a
6.2.12.B.2.a
6.2.12.D.2.d
6.2.12.D.2.c
6.2.8.B.2.a
6.2.8.C.2.a
6.2.8.A.3.e
6.2.8.D.3.d
6.2.12.B.2.b
6.2.12.C.2.a
6.2.12.D.2.e
6.2.12.D.2.e
Evaluation/ Assessment:
Formative
Assessments
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












Essays
Objective Exams,
online and in class
Class Discussion,
online and in class
WebQuest
Research Project
Regular homework
from textbook and
other sources
Teacher-made
worksheets
Teacher-made
puzzles and cognitive
exercises
Discussion/Debates
Presentations
Cooperative Learning
Project
DBQs
Self and Peer
Evaluation
Anecdotal Evaluation
Summative Assessment(s)
 Unit Test
 MP 1 Benchmark
7
Topics/Concepts
(Incl. time / # days per topic)
3. Rome
C. Civilization Building
1.
Process
2.
Results
3.
Review
IV. Renaissance and
Reformation
A. The Middle Ages
Review
B. The Renaissance
Def. Rebirth,
Reawakening;
conceptual overview
C. The Renaissance
1. Northern Italian CityStates
2. Economic Basis:
Capitalism
3. Humanism is the
intellectual motif
4.
Intellectual
Heritage:
a. reason
b. individualism
c. humanism
d. science
e. secularism
D.Renaissance spreads to
Northern Europe
E. Renaissance and
Economic Expansion leads
To Age of Discovery
F. Renaissance leads
directly to Protestant
Reformation
G. The Reformation
1. Martin Luther
a. 95 Theses
b.Salvation
2. Split in Christianity
3.
John Calvin
a. Select of God
Critical Content
(Students Will Know:)






Revised: Summer 2013
Agriculture +
cities=Civiliza
tion
River Valley
Civilizations
were the first
civilizations
Classical
Civilizations
of Greece and
Rome
expanded the
cultural and
intellectual
achievements
of civilization
Greek/Roman
intellectual
traditions
(literature,
philosophy,
government,
art) form basis
of Western
Civilization
Greek/Roman
Intellectual
traditions in
law and
philosophy are
carried
forward in the
Modern World
Greek/Roman
Ideas dominate
the cultural
climate of the
21st century!
Civilization
building is a
cumulative
process!
Skill Objectives
(Students Will Be Able To:)



places and regions.
Distinguish valid
arguments from
false arguments
when interpreting
current and
historical events.
Evaluate sources for
validity and
credibility and to
detect propaganda,
censorship, and bias.
Take a position on a
current public policy
issue and support it
with historical
evidence, reasoning,
and constitutional
analysis in a written
and/or oral format.
Specific Skill Objectives
 Describe and
explain the theories
regarding human
origins and analyze
 Describe the reason
for and the
discovery of
agriculture
(Neolithic
Revolution)
 Describe and
explain the impact
of Agriculture on
human social
evolution
 Explain the
development of
division of labor
 Identify and
describe the Six
Instructional/Learning Activities
& Interdisciplinary Connections
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
knowledge of
civilization in
identifying elements of
civilization.
Complete webquest on
the River Valley
civilizations and
compare.
Complete webquest on
Classical civilizations
and compare/contrast to
synthesize common
achievements and relate
to present.
Build a time machine
using computer
multimedia technology
(video, audio, graphics)
to simulate time travel
to present content in a
review format.
Complete conceptual
roadmap to link all
concepts together
showing connectivity
between past and
present.
Read and discuss
primary sources online
through journal and
discussion forum on
Coursesites.
Engage in Jigsaw
Cooperative Learning
Exercise to review and
reinforce.
Complete DBQ
(Document based
questions) on a regular
basis.
Complete research
based position papers
Instructional Resources
River Valley Civilizations
(Mesopotamia, Egypt, India,
China)
Chapter 2 Early Societies in
Southwest Asia pp. 25-46
Chapter 3 Early African
Societies pp. 49-68
Classical Civilizations
(Greece, Hellenistic
Civilization, Rome)
Chapter 10 Mediterranean
Society: The Greek Phase
pp. 189-208
Chapter 11 Mediterranean
Society: The Roman Phase
pp. 211-229
Chapter 12 Cross Cultural
Exchanges; Fall of Roman
Empire pp. 246-50
Technology & 21st C Skills
Integration (Specify)
computer
applications:
Word, Power
Point, Excel


NJCCCS w/
CPI Reference
Evaluation/ Assessment:
Assessment
Google
Maps
and
Mapping
software
MS Moviemaker
Medieval Europe: A
Review
Chapter 16 The Post
Classical Era; Economy and
Society in Early
Medieval Europe
pp.337-347
Chapter 19 The Increasing
Influence of Europe pp.
391-413
Renaissance
Chapter 21 Reaching Out;
Expanding Horizons of
Cross-Cultural
Interaction, Recovery in
Europe: State Building pp.
448-453
Reformation
Chapter 23 The
8
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)

b. Predestination
c. Calvinism
H. English Reformation
1.Henry VIII
I. Protestantism in Northern
Europe
1. Lutheranism
2. Anabaptists
3. Anglican
J. Result of the Renaissance
and Reformation
1. creation of the social,
economic and political
systems that form the
schema of the Modern
World.
A
n
c
i
e
n
t
C
i
v
i
l
i
z
a
t
i
o
n
s
:
T
h
Middle Ages
represents the
transition
period
between the
Classical
Civilizations
and the
Modern Era
Renaissance
 Renaissance
began in
Northern Italy
And progress
was the result
of economic
competition
between citystates, Milan,
Genoa,
Venice,
Florence
 Geography
aids Italian
Renaissance;
central
location for
trade/commerc
e
 Capitalism is
the economic
system that
powered the
Renaissance;
Bankers are
the
powerbrokers
who finance
kings, wars
and discovery
 Medici family
most famous
Revised: Summer 2013




Social Institutions
and explain how
they are the building
blocks of all
civilized societies.
Identify and explain
the 8 elements of a
civilization and the
process of
civilization building
Identify the Ancient
River Valley
Civilizations and list
their cultural
achievements.
Identify the
Classical
Civilizations, listing
and explaining their
achievements
relating to the
Modern World.
Relate past and
present to show the
evolution of
civilization
throughout time
 Prove through
empirical evidence
the non-static nature
of civilization as a
dynamic institution
Renaissance


Define Renaissance
and identify where it
started on map
Analyze the
economic basis of
the Renaissance in
the merchant class
Instructional/Learning Activities
& Interdisciplinary Connections
on discrete content
topics and present to
class
The Renaissance and
Reformation
 Create a virtual
humanist online
illustrating the concept
of humanism
 Create a video on
person from
Renaissance/Reformati
on and post online in
virtual “who’s who”
gallery of personages.
 Create a virtual
Renaissance Art gallery
online
 Provide technical and
critical analysis of
Renaissance cultural
achievements and
present to class
 Play simulation game to
represent Renaissance
statecraft, economics
and power politics.
 View PBS film “The
Medici” and complete
online discussion, quiz
and reflection blog
 Complete a biography
on a modern
Renaissance man and
compare/contrast with
Leonardo da Vinci
 Jigsaw Cooperative
learning activity to
review/reinforce and
synthesize content
material
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
Transformation of Europe,
The Fragmentation of
Western Christendom, The
Protestant Reformation pp.
493-498
Secondary Readings:
Ferguson, Niall.
Civilization: The West and
the Rest , NY, NY. The
Penguin Press. 2011. Print.
Nietzche, Friedrich. The
Use and Abuse of History.
Indianapolis, IN; The BobsMerrill Co. 1963. Print
Perry, Peden & Von Laue.
eds Sources of the Western
Tradition 6th ed. Vol. 1.
New York, NY. Houghton
Mifflin. 2006. Print.
Perry, Peden & Von Laue
“ Chapter 9 The
Renaissance” pp 275-294
and ‘The Reformation”, pp.
296-326 Sources of the
Western Tradition 6th Ed.
Vol. 1. Print
“The Economic Basis of
the Athenian Democracy”
by A.H.M. Jones in Great
Issues in Civilization, Vol. 1
pp. 154-166, ed. by Brian
Tierney, Donald Kagan, L.
Pearce Willians
“ The Greeks” by H.D.F.
Kitto in Great Issues in
Civilization, Vol 1 pp. 166-
9
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
e

R
i
v
e
r
V
a
l
l
e
y




bankers
Renaissance is
the beginning
of the Modern
World with
modern
problems,
scientific/ratio
nal solutions,
secular
government,
war as
business,
$=power and
businessmen
as the
powerbrokers
Reformation
Catholic
Church
affected by
Renaissance
Martin Luther
rejects
indulgences
and church
hierarchy
Salvation
through
personal
relationship
with God.
Christianity is
split into two
antagonistic
camps,
Catholicism
and
Protestantism
Net Result:
Revised: Summer 2013
Skill Objectives
(Students Will Be Able To:)








of the Northern
Italian City States
Define humanism
and identify the
major humanists
Describe and
analyze the major
humanist ideas and
explain their impact
on Europe
Identify the Greek
and Roman
antecedents
underlying
humanism
Define Renaissance
man and compare
with Medieval man
Analyze the
intellectual
contributions of the
great thinkers of the
age Machiavelli,
More, Aquinas etc.
and show the
influence discernible
in US society today.
Outline the
evolution of
banking, financial
tools, credit and
capitalism in an
increasingly
sophisticated world
Compare/Contrast
Renaissance society
with Modern US
society
Show how the
intellectual
revolution of the
Renaissance led in
Instructional/Learning Activities
& Interdisciplinary Connections








Create “Wanted”
posters to show the
abuses of the church
Create a simulation
scenario where students
can buy their grades
using value added
resources
PBL: Convene a
Church Council and
determine how students
can resolve abuses in
the Church and save
Christianity
Martin Luther heresy
trial simulation
DBQs from primary
sources on both
Renaissance and
Reformation
View film Luther and
discuss in online
discussion forum,
online reflection blog
and contribute to film
wiki.
Research and present
on Protestant Sects
using IMC and internet
resources.
Use Internet history
websites to enlarge
discussion of content
and add to reference
material.
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
177, ed. by Brian Tierney,
Donald Kagan, L. Pearce
Willians
“Thomas Aquinas-Faith,
Reason, and Natural Law”
pp. 412- 420, “The
Renaissance State” pp. 466472 and “A Suggested
Synthesis” pp. 482-484 in
Great Issues in Western
Civilization, ed. Tierney,
Kagan & Williams
“Luther and the Break with
Rome” pp. 503-518 in Great
Issues in Western
Civilization, ed. by Tierney,
Kagan & Williams
Garraty, John A and Gay,
Peter. Columbia University
History of the World. New
York, NY. 1972. Print.
“The New Culture” Chap 12
pp. 136-145 and “The
Hellenistic World” Chap 16
pp. 181-189 in The
Columbia University
History of the World, ed. by
John A Garraty and Peter
Gay
“The State System of the
Italian Renaissance” Chap
39 pp. 481-497 and
“Humanism and Society”
Chap 40 pp. 498-510 in
The Columbia History of
the World, ed. by
Garraty & Gay
10
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)


Renaissance:
created
interest in the
temporal
world, not the
hereafter;
revived
knowledge of
the ancients
and provided a
basis for
rational
thought
Reformation:
weakened
Church hold
on truth and
allowed
reason to
coexist with
faith; provided
for
individualism
Skill Objectives
(Students Will Be Able To:)
part to the
development of
nationalism







Revised: Summer 2013
Reformation
Identify, analyze
and explain the
importance of the 95
Theses
Analyze the
Lutheran idea of
salvation through a
personal relationship
with God and
compare/contrast
with the Catholic
Church
Describe the split in
Christiany and the
implications
Detail the rise of
anti-semitism
associated with the
later teachings of
Luther
List the issues that
led to Luther’s break
with the Catholic
Church
Define indulgence
and explain why this
was a key offense in
Luther’s eyes
Analyze the effect to
the present of the
Protestant
Reformation
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
“The Reformation:
Doctrine”, Chap 42 pp. 516529, “The Reformation:
Society” Chap 43 pp. 530539 and “The Counter
Reformation” Chap 44 pp.
540-545 in The Columbia
History of the World, ed.
Garraty & Gay
Carey, John. Eyewitness to
History. NY, NY. Harper
Collins. 1997. Print.
“Plague in Athens” pp1-3,
“The Greeks March to the
Sea,” pp3-7, “The Death of
Socrates, pp. 7-11 in
Eyewitness to History, ed.
by John Carey
Braudel, Ferndand. A
History of
Civilizations.New York NY.
Penguin Press. 1995. Print
pp. 3-36
Machiavelli, Niccolo. The
Prince. New York, NY.
Simon & Brown. 2012.
Print.
Brownowski, J and Mazlish,
Bruce. Eds. The Western
Intellectual Tradition. New
York, NY. 1962.
“Leonardo & His Times”,
Chap1 pp. 3-19, “The CityStates of Italy” Chap 2 pp.
20-27, “Machiavelli” Chap
3 pp. 28-43, “Thomas
More” Chap 4 pp. 44-60,
11
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
“Erasmus and the
Humanists” Chap 5 pp. 6175 in The Western
Intellectual Tradition, ed. by
Bronowski & Mazlish
Video Resources
The History of the World in
Two Hours. History
Channel. 2012. DVD.
The Medici. Lion Television
(PBS). 2003. DVD
Luther. Dir. Eric Till. Perf.
Joseph Fiennes, Colin Firth,
Allfred Molina, Sir Peter
Ustinov.MGM. 2003. DVD
Internet
McGraw-Hill Connect
http://connect.mcgrawhill.com/connectweb/static
_pages/index/index.html
Internet Ancient History
Sourcebook (Fordham
University)
http://www.fordham.edu/h
alsall/ancient/asbook.asp
Internet Modern History
Sourcebook (Fordham
University)
http://www.fordham.edu/h
alsall/mod/modsbook.asp
Eyewitness to History
http://www.eyewitnesstohi
story.com/
Historyworld
http://www.historyworld.n
et/
Revised: Summer 2013
12
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
Hyperhistory Online
http://www.hyperhistory.c
om/online_n2/History_n2/
a.html
Revised: Summer 2013
13
Unit Modifications for Special Population Students:
Struggling Learners
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Reassessment (i.e. quizzes, tests) using
requiz, retest and reboot options
Guided notes/practice
Study guides
Tutoring
Jigsaw (Cooperative Learning)
Extra Time for Completion
Revised: Summer 2013
Gifted and Talented Students
(Challenge Activities)
Differentiated Instruction, with
differentiated materials and activities to
instruct and reinforce on common core
content
Student choice assignments (Independent
Study)
Multimedia Project (video, audio, internet)
subsuming curricular content and
technology skills to reinforce with rest of
class
Peer note-taking and annotation
Peer created study guides and review
material
Peer tutoring
Peer engagement in Jigsaw Cooperative
Learning Activities
Team and Class leading on curricular
content investigations and reviews
English Language Learners
Special Education Students
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Mini-lessons (Chunking Content into
discrete content items)
Modified assessments and regular
reassessment as required
Modified assessments
Guided notes/practice geared to curricular
content material
Study guide
Guided notes/practice/reinforcement
Independent Study
Phonics activities (in conjunction with ESL
teacher) and reinforcement
Extended Time to complete Assessments
and Projects
Tutoring
Cooperative Learning activities to reinforce
curricular content
Extended Time on Assessments and
Projects
Study guides
14
UNIT OVERVIEW
Course Title: Honors World History & Cultures: The Modern Era
Unit #:
Unit Title: The First Global Age of Encounters
UNIT 2 OVERVIEW
Unit Description and Objectives:
This unit describes and explains the reasons for the European Age of Exploration, the cross cultural influences and cultural diffusion that followed,
creating the first global age. The role of the western powers in setting up the first international economic, diplomatic and political systems will be
addressed. Issues of acculturation, cultural dissemination, culture clash and the blending of cultures in cosmopolitan, mercantlist societies will be
discussed with the aim of explaining the dominance of the West in the economic life of the global economy of the present.
Essential Questions and Enduring Understandings:
Essential Questions:
Enduring Understandings/Generalizations
Guiding Questions
Students will understand that:
1. Why did the European Age of Exploration Occur?
1. The European Age of Exploration occurred due to
the confluence of economics, scientific inquiry,
politics and competition at just the right time.
2. What were the impacts of European Voyages of
Discovery and the establishment of colonies?
2. The European Age of Exploration voyages
provided an understanding of the Earth, provided for
cultural diffusion and cross-cultural influence to
occur and provided the basis for the rapid
transformation of the world.
3. By diffusing the culture and systems necessary for
the creation of the modern global economy, the
European Age of Exploration set the stage for
Western cultural domination of the world.
3. How did the European Age of Exploration
contribute to the Modern World of the Present?
Revised: Summer 2013
1.1 What were the forces that propelled the Age of
European Exploration?
1.2 Who were the first European nations to embark of
voyages of discovery and why?
1.3 What kinds of cultural diffusion took place as a
result and what were the consequences?
2.1 What scientific breakthroughs occurred as a
result of the Age of European Exploration?
2.2 How was cultural diffusion and cross-cultural
influence accomplished and what were the results?
3.1 How did the Age of European Exploration
transform the world and shape the evolution of
civilization into the present?
15
UNIT GRAPHIC ORGANIZER
Sub-Concept/Topics:
Sub-Concept/Topics:
The Age of European Exploration
reshaped human understanding of
the planet and the exploitation of
resources
European Age of Exploration
powered by Capitalism and
Mercantilism
Age of European Exploration was
outgrowth of Commercial Revolution
Sub-Concept/Topics:
Colonization of Asia and Africa
instigated by Mercantilist desire for
access to markets and guaranteed
profits
Theme: The European Age of
Exploration was an important age of
cultural diffusion
Conceptual Lens: Cross Cultural
Influence and Cultural Diffusion aid
in the Evolution of Civilization
Sub-Concept/Topics:
The Age of European Exploration led to
scientific and technical innovations that
permanently altered civilized life into the
present.
Revised: Summer 2013
Sub-Concept/Topics:
Sub-Concept/Topics:
The European Age of Exploration created
the first instance of a Global Economy and
a cosmopolitanism to accompany it
The transactional processes
surrounding international trade led
to the diffusion of culture and the
dominance of Western civilization in
world political and economic affairs
16
CURRICULUM UNIT PLAN
Course Title/Grade: Honors World History & Cultures: The Modern Era
Unit Number/Title: 2 The First Age of Global Encounters
Conceptual Lens:
European Cultural Diffusion
Appropriate Time Allocation (# of Days): 4 Weeks (28 Days)
Topics/Concepts
(Incl. time / # days per topic)
I. Age of European
Exploration (4weeks)
A.European Quest for
Colonies
1.Portugal
2.Spain
3.England
4.Dutch
B. Economic Reasons
1.capitalism
2.mercantilism
3.trade routes
4.captive markets
5.Great Power Thesis
6. National Survival
C. Diffusion of European
Culture all over the world
D. Discovery of New
World; Transormative
E.European Hegemony
over Africa and Asia
F. Imperialism: Definition
1.Economic
2.Political
3.European Quest to
Dominate!
G.Result: Eurocentric
World develops that persists
into the present!
Critical Content
(Students Will Know:)





Revised: Summer 2013
Age of
Exploration is
really one of
economic
expansion and
enterprise
Control and
discovery of
trade routes
that carry
wealth is of
paramount
importance
Age of
Exploration
features the
quest for
colonies to
enrich
European
powers in the
new system of
Mercantilism
Major
colonizing
powers are
Spain,
Portugal,
Britain,
France, Dutch
Spain and
Portugal
Skill Objectives
(Students Will Be Able To:)





General Skill
Objectives:
Compare present
and past events to
evaluate the
consequences of
past decisions and to
apply lessons
learned.
Analyze how
change occurs
through time due to
shifting values and
beliefs as well as
technological
advancements and
changes in the
political and
economic landscape.
Construct various
forms of geographic
representations to
show the spatial
patterns of physical
and human
phenomena.
Relate current
events to the
physical and human
characteristics of
places and regions.
Distinguish valid
Primary Core Content Standards referenced With Cumulative Progress Indicators
6.2.12.A.1.a
6.2.12.B.1.a
6.2.12.B.1.b
Instructional/Learning Activities
& Interdisciplinary Connections







Age of Discovery
Current events activity
tying issues of the past
to present
Plan a trip to Mars and
compare/contrast with
Columbus in scope and
impact
Engage in mapping
exercise where different
types of maps are
examined analyzed and
the routes of major
explorers are laid out
Examine and analyze
the technologies used
during the Age of
Exploration and present
using Power Point and
Short throw projector.
DBQs from primary
sources on Age of
Exploration
PBL—setting up a
viable colony within the
mercantilist model and
simulating in class.
PBL—engage in virtual
planning & execution
of a trade mission using
digital mapping,
plotting and gaming
6.2.12.B.1.b
6.2.12.C.1.c
6.2.12.C.1.d
Instructional Resources
Teacher Instructional
Resource Texts:
Marzano, Robert. The Art
and Science of Teaching.
ASCD. Alexandria, VA.
2007. Print.
Sulla, Nancy. Students
Taking Charge: Inside the
Learner-Active
Technology Infused
Classroom. Larchmont,
NY. Eye on Education.
2011. Print
Textbook:
Bentley, Jerry H. &
Ziegler, Herbert F.
Traditions and
Encounters: A Global
Perspective on the Past,
5th ed. NY, NY. McGraw
Hill. 2011
Chapter 22: Transoceanic
Encounters and Global
Connections, pp. 465-490
Secondary Readings:
Ferguson, Niall.
Civilization: The West and
6.2.12.C.1.e
6.2.12.D.1.a
6.2.12.D.1.e
Technology & 21st C Skills
Integration (Specify)









Use of open
source CMS
Coursesites for
access to all
materials.
Online
assessments such
as tests and
quizzes.
WebQuests
Internet Use
Online Polling
through
Socrative or in
class with
Turnkey
Use of MS
Skydrive to
create,
manipulate and
store files in the
cloud.
Use of computer
technology for
ongoing access
to resources
Use of standard
computer
applications:
Word, Power
Point, Excel
NJCCCS w/
CPI Reference
6.2.12.A.1.a
6.2.12.B.1.b
6.2.12.C.1.e
6.2.12.B.1.a
6.2.12.C.1.c
6.2.12.D.1.a
6.2.12.B.1.b
6.2.12.C.1.d
6.2.12.D.1.e
Evaluation/ Assessment:
Formative Assessments
















Essays
Objective Exams,
online and in class
Class Discussion,
online and in class
WebQuest
Research Project
Regular homework
from textbook and
other sources
Teacher-made
worksheets
Teacher-made
puzzles and cognitive
exercises
Discussion/Debates
Presentations
Video Project
Mapping Project
Cooperative Learning
Project
DBQs
Self and Peer
Evaluation
Anecdotal Evaluation
Summative Assessment(s)
 Unit Objective
Exam
 Unit Essay Exam
 Unit Project
17
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)

carved up the
world into
exclusive
spheres
Most
important
discoveries
came from
quest for
economic
advantage
Skill Objectives
(Students Will Be Able To:)


arguments from
false arguments
when interpreting
current and
historical events.
Evaluate sources for
validity and
credibility and to
detect propaganda,
censorship, and bias.
Take a position on a
current public policy
issue and support it
with historical
evidence, reasoning,
and constitutional
analysis in a written
and/or oral format.
Instructional/Learning Activities
& Interdisciplinary Connections





Specific Skill
Objectives






Revised: Summer 2013
Identify and
analyze the reasons
for the Age of
European
Exploration
Identify and List the
European powers
involved in the Age
of European
Exploration
Explain how
capitalism fueled the
Age of European
Exploration
Draw on a map the
various trade routes
and show cross
cultural influences
through trade
List the important
software with goal of
making a profit
Jigsaw Cooperative
Learning reinforcement
and review project.
Debate mercantilist
policies and impact on
indigenous peoples
Complete Time
Magazine series on
Jamestown and
complete worksheets
and online discussion
forum.
Engage in virtual
excavation of
Jamestown site and
artifact analysis
View film The New
World and participate
in film blog and wiki
Create video
biographies of the most
important explorers
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
the Rest , NY, NY. The
Penguin Press. 2011. Print.
Perry, Peden & Von Laue
Sources of the Western
Tradition vol. 1. 6th edNew
York, NY. Haughton
Mifflin. 2006. Print.
Perry, Peden & Von Laue.
“Chap. 11 Early Modern
Society” The Age of
Exploration & Conquest.
Pp. 328-350 Sources of the
Western Tradition vol. 1 6th
ed. New York, Haughton
Mifflin. 2006. Print.
Garraty, John A and Gay,
Peter. Columbia University
History of the World. New
York, NY. Harper & Row.
1972. Print.
Mancall, Peter C. Travel
Narratives from the Age of
Discovery. New York, NY.
Oxford University Press.
2006. Print.
Carey, John. Eyewitness to
History. NY, NY. Harper
Collins. 1997.Print.
Video Resources:
Age of Discovery: Spanish
and Portuguese
Explorations. Phoenix
Learning Group. 1970.
DVD
18
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)



European
discoverers and
explain their
achievements
Analyze and discuss
the reason why
National Survival
predicated the race
for colonies and
trade
Define and explain
the term
Eurocentrism and
analyze the impact
thereof
Define and explain
the term
Imperialism and
analyze the impact
thereof
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
Christopher Columbus:
Explorer of the New World.
A & E Biography. 1995.
DVD
The New World. Dir.
Terrence Malick. Perf.
Christopher Plummer, Colin
Farrell, Christian Bale,
Q’Orianka Kilcher. New
Line Cinema, 2005. DVD
Internet
McGraw-Hill Connect
http://connect.mcgrawhill.com/connectweb/static
_pages/index/index.html
Internet Ancient History
Sourcebook (Fordham
University)
http://www.fordham.edu/h
alsall/ancient/asbook.asp
Internet Modern History
Sourcebook (Fordham
University)
http://www.fordham.edu/h
alsall/mod/modsbook.asp
Eyewitness to History
http://www.eyewitnesstohi
story.com/
Historyworld
http://www.historyworld.n
et/
Hyperhistory Online
http://www.hyperhistory.c
om/online_n2/History_n2/
a.html
Revised: Summer 2013
19
Unit Modifications for Special Population Students:
Struggling Learners
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Reassessment (i.e. quizzes, tests) using
requiz, retest and reboot options
Guided notes/practice
Study guides
Tutoring
Jigsaw (Cooperative Learning)
Extra Time for Completion
Revised: Summer 2013
Gifted and Talented Students
(Challenge Activities)
Differentiated Instruction, with
differentiated materials and activities to
instruct and reinforce on common core
content
Student choice assignments (Independent
Study)
Multimedia Project (video, audio, internet)
subsuming curricular content and
technology skills to reinforce with rest of
class
Peer note-taking and annotation
Peer created study guides and review
material
Peer tutoring
Peer engagement in Jigsaw Cooperative
Learning Activities
Peer Teaching Cohorts
English Language Learners
Special Education Students
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Mini-lessons (Chunking Content into
discrete content items)
Modified assessments and regular
reassessment as required
Modified assessments
Guided notes/practice geared to curricular
content material
Study guide
Guided notes/practice/reinforcement
Independent Study
Phonics activities (in conjunction with ESL
teacher) and reinforcement
Extended Time to complete Assessments
and Projects
Tutoring
Cooperative Learning activities to reinforce
curricular content
Extended Time on Assessments and
Projects
Study guides
20
UNIT OVERVIEW
Course Title: Honors World History & Cultures: The Modern Era
Unit #:
Unit Title: The Intellectualism of the West
UNIT 3 OVERVIEW
Unit Description and Objectives:
This unit will explore in detail the Intellectualism of the West, the philosophical and scientific achievements that blended to support the intellectual
revolution that was the Enlightenment and the Commercial Revolution that allowed the unfettered capitalism of the West to dominate the globe. The
Enlightenment values of the west with the primacy placed on natural law, individual rights, private property, reason, science and humanism will be
discussed to explain the rise of the secular west and the cultural advantages by which it was able to dominate the rest of the world politically and
economically. The Intellectualism of the West will provide the cognitive basis for understanding the Age of Revolutions and the later triumph of the
West in the late 20th century.
Essential Questions and Enduring Understandings:
Essential Questions:
1. Where did the intellectual revolution that was
the Enlightenment come from?
Enduring Understandings/Generalizations
Students will understand that:
1. The ideas behind the Age of Enlightenment
had their roots in the Humanism of the
Renaissance and the Scientific Revolution
2. What was the transformative impact of the
Enlightenment on the world?
2. Enlightenment ideas transformed politics and
society by empowering the individual and
society at the expense of kings and despots.
3. How important are the intellectual
(3)
Revised: Summer 2013
There is a direct connection between the
Guiding Questions
1.1 What are the values of Humanism and how
were they manifested
1.2 What did the Scientific Revolution change in
the culture of Western Europe and how did these
changes manifest themselves in the daily lives of
people, both then and now?
1.3 What was the Enlightenment and what were
the major ideas that came out of it?
2.1 How did the humanist ideals of the
Enlightenment challenge authority and help to
create a secular society?
2.2 How did the Enlightenment serve to empower
individuals at the expense of the state?
2.3 How did the Enlightenment lead politically to
the establishment of liberal democracies in
Europe and the US?
3.1 What is the connection between the
21
achievements of the Enlightenment to the
Modern World?
Revised: Summer 2013
Enlightenment ideals and the present.
intellectualism of the Enlightenment and the
present?
3.2 How did acceptance of the Enlightenment
ideals lead to the secular societies that are the
hallmark of the modern world?
3.3 How have the values of the Enlightenment
been accepted worldwide and how transcendent
are they today?
22
UNIT GRAPHIC ORGANIZER
Sub-Concept/Topics:
Sub-Concept/Topics:
Enlightenment values of reason,
natural law, individual liberty,
Renaissance Humanism provided the
impetus for the Scientific Revolution
Classical Knowledge was relearned
and expanded
Sub-Concept/Topics:
Scientific Method provided schema
for discovery in the natural world
Scientific Methodology is employed
to solve human problems
Theme: The Scientific Revolution
and the Enlightenment were dual
intellectual revolutions
Conceptual Lens: Humanist
Intellectualism of the West
Transcendent in history
Sub-Concept/Topics:
Philosophes challenged authority
Philosophes valued reason over tradition
Philosophes revolutionized the humanist
study of man and empowered the
individual in a secular humanist context
Revised: Summer 2013
Sub-Concept/Topics:
The Enlightenment used the
methodology of science to better the
human condition
Enlightenment called for the
expression and expansion of human
rights for all mankind
Sub-Concept/Topics:
Scientific Revolution provided for a
rational, modern basis for
understanding the natural world and
the human condition in a schema
rooted in inquiry and reason
23
CURRICULUM UNIT PLAN
Course Title/Grade:
Unit Number/Title:
Honors World History & Cultures: The Modern Era Grade 9
3 The Intellectualism of the West
Intellectual Revolutions The Shaped Western Culture and
the World
Conceptual Lens:
Appropriate Time Allocation (# of Days):
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
I. The Scientific
Revolution
A. Foundations of the
Scientific Revolution.
1. Rooted in Renaissance
Humanism and Inquiry
2. Scientific Method
Derived by Sir Francis
Bacon
a. Guiding Principle:
knowledge is
gained via
experimentation
and observation.
b. Scientific Method
3.
Great Scientists
4. Impact of
Science:
a. Increasingly
Secular Society
b. Achievement of a
Technological
Society
c. Human longevity
and Population
Explosion
d. Individualism,
Rationalism and
Logic replaced
religion as the
source for answers.
Scientific
Revolution
Scientific
Revolution
was rooted in
the
Renaissance
Great
Scientific
Intellectuals
from Bacon to
Newton
Key Concept:
all of nature
works
according to
natural laws
that can be
discovered,
understood
and predicted
through
mathematics!!
Scientific
Revolution
allowed for a
quantum
increase in
human
productivity
that raised the




Revised: Summer 2013
4 Weeks (28 Days)
Skill Objectives
(Students Will Be Able To:)




General Skill
Objectives:
Compare present
and past events to
evaluate the
consequences of
past decisions and to
apply lessons
learned.
Analyze how
change occurs
through time due to
shifting values and
beliefs as well as
technological
advancements and
changes in the
political and
economic landscape.
Construct various
forms of geographic
representations to
show the spatial
patterns of physical
and human
phenomena.
Relate current
events to the
physical and human
characteristics of
places and regions.
Primary Core Content Standards referenced With Cumulative Progress Indicators
6.2.12.D.2.d
6.2.12.A.2.a
6.2.12.D.2.e
6.2.12.C.3.d
6.2.12.A.2.b
6.2.12.A.3.a
Instructional/Learning Activities
& Interdisciplinary Connections
Scientific Revolution
 Play “Whats My
Line” game featuring
the great scientists for
reinforcement &
review.
 Primary Source DBQs
 PBL—use Scientific
Method to solve a
specific problem
related to content.
 Mock Trial—recreate
the trial of Galileo and
prove case with
scientific evidence
 Create physical and
virtual models of the
solar system:
geocentric and
heliocentric
Enlightenment
 Create
compare/contrast chart
showing the influence
of the classical
intellectualism on the
intellectualism of the
Enlightenment and the
Modern World.
 Analyze/debate the
ideas/concepts of the
Instructional Resources
Teacher Instructional
Resource Texts:
Marzano, Robert. The Art
and Science of Teaching.
ASCD. Alexandria, VA.
2007. Print.
Sulla, Nancy. Students
Taking Charge: Inside the
Learner-Active
Technology Infused
Classroom. Larchmont,
NY. Eye on Education.
2011. Print
Textbook:
Bentley, Jerry H. &
Ziegler, Herbert F.
Traditions and
Encounters: A Global
Perspective on the Past,
5th ed. NY, NY. McGraw
Hill. 2011
Chapter 23: The
Transformation of Europe,
Science and Enlightenment,
pp. 512-516
Chapter 23: The
Transformation of Europe,
6.2.12.A.3.c
Technology & 21st C Skills
Integration (Specify)









Use of open
source CMS
Coursesites for
access to all
materials.
Online
assessments such
as tests and
quizzes.
WebQuests
Internet
Online Polling
through
Socrative or
Turnkey
Use of MS
Skydrive to
create,
manipulate and
store files in the
cloud.
Use of Dropbox,
Jotform, Google
Docs and other
cloud based
resources
Use of computer
technology for
ongoing access
to resources
Use of standard
NJCCCS w/
CPI Reference
6.2.12.D.2.d
6.2.12.A.2.a
6.2.12.D.2.e
6.2.12.A.2.b
6.2.12.C.3.d
6.2.12.A.3.a
6.2.12.A.3.c
Evaluation/ Assessment:














Formative
Assessments:
Essays
Objective Exams,
online and in class
Class Discussion,
online and in class
WebQuest or other
online PBL
exercise
Research Project
Regular homework
from textbook and
other sources
Teacher-made
worksheets
Discussion/Debates
, in class and online
Presentations
Cooperative
Learning Project
Anecdotal
Evaluation
Online instant
assessment
(Socrative)
DBQs
Self and Peer
Assessment
24
Topics/Concepts
(Incl. time / # days per topic)
e.
Rationalism
Defines the
Intellectual
Tradition of the
West and its
approach to
science, social
institutions and
other cultures.
II. The Enlightenment
A. 18th Century Intellectual
Movement rooted in science
and reason.
B. Application of methods
of science to the human
condition
C. Humanist movement
predicated on improving
human existence
D. New Paradigm based on
reason, secularism,
humanism and science
E. Philosophes innovated
the ideals that governed the
enlightenment
F. Enlightenment provided
the intellectual framework
for the Modern World.
Critical Content
(Students Will Know:)




Revised: Summer 2013
standard of
living
Increase in
wealth freed
the working
man from
dependence on
economic
superiors and
led to the
development
of the Middle
class and
politically
liberal
societies
Scientific
Revolution
advanced the
cause of
humanism by
positing that
all things
could be
understood
and explained
by man,
leading to
secular
societies.
Scientific
Revolution
provided the
intellectual
foundation for
European Age
of Exploration.
Science
eventually
displaces
religion in the
West as the
Skill Objectives
(Students Will Be Able To:)



Distinguish valid
arguments from
false arguments
when interpreting
current and
historical events.
Evaluate sources for
validity and
credibility and to
detect propaganda,
censorship, and bias.
Take a position on a
current public policy
issue and support it
with historical
evidence, reasoning,
and constitutional
analysis in a written
and/or oral format.
Specific Skill
Objectives:




Students will be able
to define revolution
as transformative
change.
Students will be able
to describe and
explain how
revolutions
transformed the
world
Students will be able
to describe and
explain how
revolutions in
politics, science and
philosophy led to
the modern world.
Students will be able
Instructional/Learning Activities
& Interdisciplinary Connections



philosophes and
juxtapose with present
day
Primary Source DBQs
reflecting the major
topics/issues of the
Enlightenment
Create and engage in a
virtual salon, where
contemporary issues are
discussed in the same
way as the philosophes
did in the salons of
Paris.
Complete webquest on
the Enlightenment to
engage, reimagine and
reinforce essential
content.
Instructional Resources
The Enlightenment, pp.
516-520
Secondary Readings:
Ferguson, Niall.
Civilization: The West and
the Rest , NY, NY. The
Penguin Press. 2011
Technology & 21st C Skills
Integration (Specify)
computer
applications:
Word, Power Point, Excel
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
Summative Assessment(s)
 Unit Objective
Exam
 Unit Essay Exam
 Unit Project
Perry, Peden & Lane
Sources of the Western
Tradition vol 1 6th ed.New
York, NY.Houghton
Mifflin. 2006. Print.
“The Scientific Revolution”
Chap 12 pp.372-395 in
Sources of the Western
Tradition, ed. Perry, Peden
& Von Laue
Bronowski, J & Mazlish,
Bruce. The Western
Intellectual Tradition. New
York, NY. Harper & Row.
1962. Print.
“The Scientific Revolution”
Chap 7 pp. 107-126 in The
Western Intellectual
Traadition, by Bronowski
and Mazlish
Garraty, John A and Gay,
Peter. Columbia University
History of the World. New
York, NY. 1972. Print.
“The Scientific Revolution”
Chap 59 pp. 681-692 in The
Columbia History of the
25
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)


most important
paradigm for
explaining the
nature of the
universe life
The major
figures of the
Scientific
Revolution
The Scientific
Method
Skill Objectives
(Students Will Be Able To:)







The
Enlightenmen
t
Salon,
intellectual
marketplace
The role of the
Philosophe
The major
philosophes of
the
Enlightenment
, Hobbes,
Locke,
Rousseau
Natural Law,
Individual
Rights,
Empowerment
of the
Individual



Revised: Summer 2013
to identify, discuss
and analyze the
achievements of the
great scientists and
philosophers of the
age.
Students will be able
to discuss the impact
of Humanism and
the development of
the secular society.
Students will
analyze the impact
of technology on
changing
civilization and
material culture
Students will be able
to appreciate and
analyze the
intellectual
achievements and
compare/contrast
with intellectual
traditions of today.
Students will be able
to describe and
explain the
scaffolding of
intellectual concepts
that lead to a human
centered world, with
man at the center
and religion at the
periphery.
Students will
demonstrate
knowledge of
rationalism, the
impact of and the
role of rationalism
in the modern world
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
World, ed. by Garraty &
Gay
Internet
McGraw-Hill Connect
http://connect.mcgrawhill.com/connectweb/static
_pages/index/index.html
Internet Ancient History
Sourcebook (Fordham
University)
http://www.fordham.edu/h
alsall/ancient/asbook.asp
Internet Modern History
Sourcebook (Fordham
University)
http://www.fordham.edu/h
alsall/mod/modsbook.asp
Eyewitness to History
http://www.eyewitnesstohi
story.com/
Historyworld
http://www.historyworld.n
et/
Hyperhistory Online
http://www.hyperhistory.c
om/online_n2/History_n2/
a.html
26
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
in general and in
Western Civilization
in particular





Revised: Summer 2013
Explain the link
between the
Scientific
Revolution and the
Enlightenment
Describe and
explain the role of
the Salon in
promoting the ideas
of the
Enlightenment
Define and describe
the Philosophe and
explain their role in
the Enlightenment
Identify the major
philosophes and
their achievements
Link the ideals of
the Enlightenment
with the intellectual
outlook of the
present.
27
Unit Modifications for Special Population Students:
Struggling Learners
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Reassessment (i.e. quizzes, tests) using
requiz, retest and reboot options
Guided notes/practice
Study guides
Tutoring
Jigsaw (Cooperative Learning)
Extra Time for Completion
Revised: Summer 2013
Gifted and Talented Students
(Challenge Activities)
Differentiated Instruction, with
differentiated materials and activities to
instruct and reinforce on common core
content
Student choice assignments (Independent
Study)
Multimedia Project (video, audio, internet)
subsuming curricular content and
technology skills to reinforce with rest of
class
Peer note-taking and annotation
Peer created study guides and review
material
Peer tutoring
Peer engagement in Jigsaw Cooperative
Learning Activities
Student Teaching to Peer Cohort
English Language Learners
Special Education Students
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Mini-lessons (Chunking Content into
discrete content items)
Modified assessments and regular
reassessment as required
Modified assessments
Guided notes/practice geared to curricular
content material
Study guide
Guided notes/practice/reinforcement
Independent Study
Phonics activities (in conjunction with ESL
teacher) and reinforcement
Extended Time to complete Assessments
and Projects
Tutoring
Cooperative Learning activities to reinforce
curricular content
Extended Time on Assessments and
Projects
Study guides
28
UNIT OVERVIEW
Course Title: Honors World History & Cultures: The Modern Era
Unit #:
Unit Title: The Age of Absolutism
UNIT 4 OVERVIEW
Unit Description and Objectives:
This unit provides the historical background of the Age of Absolutism and explains the era as a pivotal step on the way to building the modern nationstate. The unit will explain the coalescing of the peoples of Europe under the banner of nationalism around the absolutist monarchs, the reforms and
achievements of the kings and their role in building the modern nation-state that ironically relegates monarchs to a symbolic status, their organizing
influence not as necessary in the present.
Essential Questions and Enduring Understandings:
Essential Questions:
1. What is Absolutism?
2.What transformative role did Absolutism play
in world history?
Revised: Summer 2013
Enduring Understandings/Generalizations
Students will understand that:
1. Absolutism is the coalescing of all political
power in a hereditary monarch who represents
both head of government and head of state in
what constitutes a national government.
2. Absolutism was a pivotal step in building
modern nation-state that is the predominant
political model of the present.
Guiding Questions
1.1 Why did Absolutism emerge in Europe after
the Renaissance?
1.2 How did the Absolutist kings of Europe wield
their power?
1.3 How did Absolutist monarchs pave the way
for the modern nation-state?
2.1 What kind of innovations did the Absolutist
monarchs of Europe provide?
2.2 How did the Absolutist monarchs unify their
nations?
2.3 How did Absolutism lay the groundwork for
the modern nation-state of today?
29
UNIT GRAPHIC ORGANIZER
Sub-Concept/Topics:
Sub-Concept/Topics:
The Modern Nation-State with
popular sovereignty and political
plurality was based on the
achievements of the absolute
monarchs
Absolutism=total aggregation of
political power in a hereditary
monarch, with broad social influence
as well.
Sub-Concept/Topics:
Nation-State= strong unity around
central identification to the state
Nation-State is the dominant
political-social model for modern
countries
Theme: Absolutism is a pivotal step
in building the modern nation-state
Conceptual Lens: The Modern
Nation-State
Sub-Concept/Topics:
Absolutism brought Europe into the
Modern world politically and
economically
Revised: Summer 2013
Sub-Concept/Topics:
Sub-Concept/Topics:
Major Absolutist monarchs were
differentiated by the degree of power
and influence they wielded and no
two absolute monarchs were
identical in their power and
influence.
Absolutism was necessary
intermediate step in the building of
the modern nation-state
30
CURRICULUM UNIT PLAN
Course Title/Grade: Honors World History & Cultures: The Modern Era Grade 9
Unit Number/Title: Unit 4 The Age of Absolutism
Conceptual Lens:
Absolutism as intermediate step to building Nation-State
Appropriate Time Allocation (# of Days):
1 Week (7 Days)
Topics/Concepts
(Incl. time / # days per topic)
Absolutism
I. Response to Crisis
II. Concentration of power
in King
A. Basis: Kings rule
comes from God (Divine
Right of Kings)
B.
Powers
III. France
A. Best example of
absolutism
1. Louis XIV: The Sun
King
C. Unification of
political power into the king
E. Formed basis of
nationalism and the modern
Nation-State.
IV. Absolutism in Central
Europe
A.
Prussia
1. Frederick the Great
unified government and
army behind him;
strengthened Prussia
B. Hapsburgs (Austria)
1.weak kings who
held Austria together
C. Russia
1. Ivan IV united
Russia
2. Romanov Dynasty:
Critical Content
(Students Will Know:)





Revised: Summer 2013
Absolutism is
a system in
which a ruler
holds total
power, which
comes from
God.
Powers of
Absolutist
Kings: make
laws, levy
taxes,
administer
justice, control
states officials
and determine
foreign policy
Absolutist
Kings unified
peoples of
various
Kingdoms into
modern
nations
Louis XIV the
Sun King was
best example
of Absolutism
in Europe
Hapsburg
Kings were the
only unifying
Skill Objectives
(Students Will Be Able To:)






Define Absolutism
and explain the
basis of it
Describe
Absolutism as a
response to crisis
and quest for
stability in Europe
List and explain the
powers of Absolutist
Kings
Explain the impact
of absolutism on the
formation of nations
in Europe
Identify and explain
the achievements of
the great Absolutist
Kings of Europe and
their cultural
contributions
Analyze and explain
how Absolutism
was a necessary step
in the formation of
the modern NationState.
Primary Core Content Standards referenced With Cumulative Progress Indicators
6.2.12.A.2.c
6.2.12.B.2.b
6.2.12.D.2.b
Instructional/Learning Activities
& Interdisciplinary Connections







Research biographical
information on the
Absolutist monarchs
and create Power Point
Presentation
Engage in simulation
game where power and
prestige are
monopolized and
winning student
becomes class monarch.
Create Venn Diagram
to compare contrast
absolutist monarchs
Complete primary
sources DBL questions
and discuss.
Participate in online
discussion and forum.
Complete webquest
Complete current
events activity on
royalty in the modern
world and discuss in
class.
Instructional Resources
Teacher Instructional
Resource Texts:
Marzano, Robert. The Art
and Science of Teaching.
ASCD. Alexandria, VA.
2007. Print.
Sulla, Nancy. Students
Taking Charge: Inside the
Learner-Active
Technology Infused
Classroom. Larchmont,
NY. Eye on Education.
2011. Print
Textbook:
Bentley, Jerry H. &
Ziegler, Herbert F.
Traditions and
Encounters: A Global
Perspective on the Past,
5th ed. NY, NY. McGraw
Hill. 2011. Print
Chapter 23: The
Transformation of Europe,
The Consolidation of
Sovereign States, pp. 498506
Secondary Readings:
Ferguson, Niall.
Civilization: The West and
the Rest , NY, NY. The
Technology & 21st C Skills
Integration (Specify)








Use of open
source CMS
Coursesites for
access to all
materials.
Online
assessments such
as tests and
quizzes.
WebQuest
Internet
Online Polling
through
Socrative or
Turnkey
Use of MS
Skydrive to
create,
manipulate and
store files in the
cloud.
Use of computer
technology for
ongoing access
to resources
Use of standard
computer
applications:
Word, Power
Point, Excel,
Moviemaker
NJCCCS w/
CPI Reference
6.2.12.A.2.c
6.2.12.B.2.b
6.2.12.D.2.b
Evaluation/ Assessment:
Formative Assessments:
















Essays
Objective Exams,
online and in class
Class Discussion,
online and in class
Online Journal
Online Forum
WebQuest
Research Project
Regular homework
from textbook and
other sources
Teacher-made
worksheets
Teacher-made
puzzles and cognitive
exercises
Discussion/Debates
Presentations
Cooperative Learning
Project
Mock Trial Project
Mock Political
Manifesto
Anecdotal Evaluation
Summative Assessment(s)
 Unit Objective
Exam
 Unit Essay Exam
31
Topics/Concepts
(Incl. time / # days per topic)
a.
300 years
b.
Peter the Great
was most influential
c. divided Russia
into provinces
d.
tried to create a
police state
e.
unified and
solidified Russia into a
nation
V. Results of Absolutism
A.Unification of
Kingdoms and peoples into
nation-states
B.Foundation of Modern
Nation-States
C. Rise of
Nationalism as political
phenomena
Critical Content
(Students Will Know:)






Revised: Summer 2013
force in
Austria
Frederick the
Great unified
and
strengthened
Prussia into a
major power,
laying the
foundation for
modern
Germany
Russian Czars
like Ivan IV
and Peter the
Great unified
the territory of
Russia and the
people thereof
Russian Czars,
particularly
Peter the
Great,
reorganized
government,
military and
westernized
Russia,
integrated the
Russians into
the emerging
world system
Absolutism led
to the
foundation of
Nation-States
Absolutism led
to the rise of
Nationalism
Bourgeoisie
weakens
kings..
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Penguin Press. 2011.Print
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
 Unit Project
Perry, Peden & Von Laue
Sources of the Western
Tradition 6th ed. Vol. 2
New York, NY. Houghton
Mifflin. 2006. Print
Perry, Peden & Von Laue
“The Court of Louis XVI”
pp. 356-359, “A Sketch of
Court Life” pp. 359-362,
“Politics Drawn from the
Very Words of Scripture”
363-364, Sources of the
Western Tradition. 6th ed.
New York, NY Houghton
Mifflin. 2006. Print.
Garraty, John A and Gay,
Peter. Columbia University
History of the World. NY,
NY. 1972. Print
Carey, John. Eyewitness to
History. New York, NY.
Harper Collins. 1997. Print
Internet
McGraw-Hill Connect
http://connect.mcgrawhill.com/connectweb/static
_pages/index/index.html
Internet Modern History
Sourcebook (Fordham
University)
http://www.fordham.edu/h
alsall/mod/modsbook.asp
32
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
Eyewitness to History
http://www.eyewitnesstohi
story.com/
Historyworld
http://www.historyworld.n
et/
Hyperhistory Online
http://www.hyperhistory.c
om/online_n2/History_n2/
a.html
Revised: Summer 2013
33
Unit Modifications for Special Population Students:
Struggling Learners
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Reassessment (i.e. quizzes, tests) using
requiz, retest and reboot options
Guided notes/practice
Study guides
Tutoring
Jigsaw (Cooperative Learning)
Extra Time for Completion
Revised: Summer 2013
Gifted and Talented Students
(Challenge Activities)
Differentiated Instruction, with
differentiated materials and activities to
instruct and reinforce on common core
content
Student choice assignments (Independent
Study)
Multimedia Project (video, audio, internet)
subsuming curricular content and
technology skills to reinforce with rest of
class
Peer note-taking and annotation
Peer created study guides and review
material
Peer tutoring
Peer engagement in Jigsaw Cooperative
Learning Activities
Student Teaching Peer Cohort
English Language Learners
Special Education Students
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Mini-lessons (Chunking Content into
discrete content items)
Modified assessments and regular
reassessment as required
Modified assessments
Guided notes/practice geared to curricular
content material
Study guide
Guided notes/practice/reinforcement
Independent Study
Phonics activities (in conjunction with ESL
teacher) and reinforcement
Extended Time to complete Assessments
and Projects
Tutoring
Cooperative Learning activities to reinforce
curricular content
Extended Time on Assessments and
Projects
Study guides
34
UNIT OVERVIEW
Course Title: Honors World History & Cultures: The Modern Era
Unit #:
Unit Title: The Age of Revolutions
UNIT 5 OVERVIEW
Unit Description and Objectives:
This unit explores the fundamental revolutions, social, political and economic, that transformed the world and laid the foundation for the modern
world. The American Revolution, the French Revolution, the Industrial Revolution and the Russian Revolution are examined in detail and their
transformative changes in intellectualism, politics, economics and civilized society are explained. In addition, the unit lays bare the problems
inherent with such transformative change and the continuing reverberations of these revolutions in today’s modern world. The unit also posits the
question as to the role of transformative change in the evolution of human societies throughout history and how important revolutionary change is to
mankind.
Essential Questions and Enduring Understandings:
Essential Questions:
Enduring Understandings/Generalizations
1. What is a Revolution?
Students will understand that:
1. Revolution represents transformative change
2. What role did the Age of Revolutions play in
transitioning to the Modern World?
2. The Age of Revolutions set up the economic,
political, social, scientific and secular humanist
world that is the Modern World today.
3. What Role do Revolutions play in the
evolution of human societies and civilizations?
3. Human change is more often than not
achieved through rapid transformative change
(revolution) that permanently alters human
existence in a fundamental way.
Revised: Summer 2013
Guiding Questions
1.1 What is the definition of Revolution?
1.2 What are examples of Transformative Change
in human history?
1.3 What revolutions made up the core of the
Age of Revolutions?
2.1 How did the American and French
Revolutions change the political environment
and set the stage for modern political systems?
2.2 How did the Industrial Revolution change in a
fundamental way human existence?
2.3 What role did the Russian Revolution play in
combining economic and political changes to
create a viable alternative to the west?
3.1 How often in history is change sudden,
abrupt and transformative?
3.2 What is the role of transformative change in
human physical, cultural and societal evolution?
35
UNIT GRAPHIC ORGANIZER
Sub-Concept/Topics:
Sub-Concept/Topics:
Enlightenment Humanism
Scientific Methodology & Spirit of
Inquiry leads to the transformative
intellectualism of the Enlightenment
Scientific Methodology
Sub-Concept/Topics:
Inquiry Approach & The Scientific
Method change transform human
understanding and quest for
knowledge
Transformative Political Change
American & French Revolutions
Evolution to Liberal Democracy and
Political Pluralism
Theme: Human beings and societies
change as a result of periodic
revolution (transformative change)
as they evolve throughout history.
Conceptual Lens: Transformative
Change
Sub-Concept/Topics:
Economic Change
The Industrial Revolution permanently
alters human existence and transforms
both the human and natural environment
Revised: Summer 2013
Sub-Concept/Topics:
Sub-Concept/Topics:
Reaction to Transformative Political and
Economic Change
The Russian Revolution combined a
reaction to the Industrial Revolution with a
western rooted political revolution that
provided an alternative to the liberal
democracies of the West
Revolutionary Movements
Revolutions of 1848 & Latin American
Revolutions apply Western enlightenmenthumanist revolutionary ideals against the
Europeans to win freedom
36
CURRICULUM UNIT PLAN
Course Title/Grade:
Unit Number/Title:
Conceptual Lens:
Honors World History & Cultures: The Modern Era Grade 9
Unit 5 The Age of Revolutions (American, French, Industrial
And Russian Revolutions)
Transformative Change
Appropriate Time Allocation (# of Days):
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
. Revolutions: Political &
Economic Transformation
of the West
Revolution (Transformative
Change) critical to societal
evolution
I. The American
Revolution
A.Based on the ideals of
the Enlightenment
B. Conservative
Revolution: preserved
systems and customs that
evolved in colonies and
were already in place
C. Articulated the Rights
of Man; political expression
of Humanism
D. Spelled the end of
E. Monarchical
government
F. Influenced the French
Revolution
G. Created the citizen
soldier
H. Created the most
successful democracy in
world history
The American
Revolution
I. Pre-Revolutionary
America
A. 13 colonies along
the Eastern Seaboard
controlled by Great
Britain
B. Salutary Neglect:
colonies were left alone
to govern themselves;
ignored laws passed by
Parliament.
C. Mercantilism:
benefits British
merchants at the
expense of colonial
merchants; rivalry and
conflict
II. Ideals of the
Enlightenment
A. John Locke
(1632-1704)
Government rules by
the consent of the
governed, part of a
“social contract”
Absolutism was invalid.
The American Revolution
1. Identify the
Enlightenment ideals as the
intellectual basis of the
American Revolution
2. Explain why the American
Revolution was a
conservative revolution
3. Describe the conditions
prior to the American
Revolution
4. Explain how British
Imperial/Mercantilist policies
contributed to the American
Revolution
5. Define Salutary Neglect
and explain how it
contributed to the colonial
desire for separation from
England
6. Identify the ideas of John
Locke and Jean-Jacques
Rousseau in the ideals of the
American Revolution
7. Compare/Contrast English
Bill of Rights and Magna
Carta with US Constitution
8. Outline the events leading
Revised: Summer 2013
6.1.8.D.3.a
6.2.12.A.3.
9 weeks (45 Days)
Topics/Concepts
(Incl. time / # days per topic)
Primary Core Content Standards referenced With Cumulative Progress Indicators
6.1.8.A.3.b
6.1.8.A.3.c
6.1.8.A.3.d
6.1.8.A.3.g
Instructional/Learning Activities
& Interdisciplinary Connections






The American
Revolution
Create detailed map of
British North America
showing geography,
resources and trade
routes
View film Revolution
and contribute to blog
on the film.
Analyze the American
Revolution and explain
why it was a
conservative revolution
in an essay.
Complete virtual tours
of Revolutionary War
locations, battlefields,
buildings and burial
grounds.
Complete analysis of
major primary sources
using DBQ resources
Current events political
analysis: analyze the
rhetoric of the current
Tea Party Movement
and determine how
6.1.8.D.3.b
6.1.8.D.3.c
6.1.8.D.3.d
6.1.8.D.3.e
6.2.12.A.3.d
6.2.12.A.3.e
6.2.12.A.3.g
Instructional Resources
Teacher Instructional
Resource Texts:
Marzano, Robert. The Art
and Science of Teaching.
ASCD. Alexandria, VA.
2007. Print.
Sulla, Nancy. Students
Taking Charge: Inside the
Learner-Active
Technology Infused
Classroom. Larchmont,
NY. Eye on Education.
2011. Print
Textbook:
Bentley, Jerry H. &
Ziegler, Herbert F.
Traditions and
Encounters: A Global
Perspective on the Past,
5th ed. NY, NY. McGraw
Hill. 2011
Chapter 28: Revolutions and
National States in the
Atlantic World, The
American Revolution pp.
6.2.12.B.3.b
6.2.12.C.3.d
6.2.12.C.3.b
6.2.12.D.3.b
6.2.12.C.3.c
6.2.12.D.3.e
6.2.12.D.4.c
Technology & 21st C Skills
Integration (Specify)








Use of open
source CMS
Coursesites for
access to all
materials.
Online
assessments such
as tests and
quizzes.
WebQuests
Internet
Online Polling
through
Socrative or
Turnkey
Use of MS
Skydrive to
create,
manipulate and
store files in the
cloud.
Use of Dropbox,
Jotform, Google
Docs and other
cloud based
resources
Use of MS
Moviemaker to
NJCCCS w/
CPI Reference
6.1.8.A.3.b
6.1.8.A.3.c
6.1.8.D.3.b
6.1.8.D.3.c
6.2.12.B.3.b
6.2.12.C.3.d
6.1.8.A.3.d
6.1.8.A.3.g
6.1.8.D.3.d
6.1.8.D.3.e
6.2.12.C.3.b
6.2.12.D.3.b
6.1.8.D.3.a
6.2.12.A.3.
6.2.12.A.3.d
6.2.12.A.3.e
6.2.12.A.3.g
6.2.12.C.3.c
6.2.12.D.3.e
6.2.12.D.4.c
Evaluation/ Assessment:
Formative Assessments:
 Essays
 Objective Exams,
online and in class
 Class Discussion,
online and in class
 Online Journal
 Online Forum
 WebQuest
 Research Project
 Regular homework
from textbook and
other sources
 Teacher-made
worksheets
 Teacher-made
puzzles and
cognitive exercises
 Discussion/Debate
 Presentations
 Cooperative
Learning Project
 Mock Trial
 Mock Political
Manifesto
 Anecdotal
37
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
B. Jean Jacques
Rousseau (1712-1778)
wrote Social Contract
(1762); The General
Will of the People
governs; all have an
equal input!!
C. Influence from
England
1.Ascendancy of
Parliament over the
king (Magna Carta)
2. English Bill of
Rights (1689) protected
speech, right to petition,
rights of Parliament,
outlawed excessive
bail, cruel and unusual
punishment
3.No taxation without
representation.
a. basic right of
Englishmen: no taxes
are levied without
consent of the people!!
to the Revolution including
the various Acts of
Parliament
9. Describe the course of the
Revolutionary War and
analyze the military strategies
and tactics on both sides
10. Analyze the “Shot heard
round the World” in terms of
international impact
11.Identify the irony in
Americans asserting the
rights of Englishmen as
prima facie reason for split
with Great Britain
12.Analyze the Declaration
of Independence, Common
Sense and other primary
source documents and
identify common themes
13.Analyze the meaning of
the American Revolution in
terms of the Enlightenment
III. Events Leading to
Revolution
A. French and
Indian War (7 Years
War): fought by British
and colonists; ejected
the French and pacified
the Indians in NY and
New England.
B. Parliament passed
on a part of the defense
cost to the colonists and
they opposed
C. Parliament
determined to show its
sovereignty over
Revised: Summer 2013
Instructional/Learning Activities
& Interdisciplinary Connections
close in ideas it is to the
revolution
Instructional Resources
624-627
Secondary Readings:
Ferguson, Niall.
Civilization: The West and
the Rest , New York, NY.
Penguin Press. 2011. Print
Technology & 21st C Skills
Integration (Specify)


Perry, Peden & Von Laue
Sources of the Western
Tradition 6th ed.New York,
NY. Houghton Mifflin.
2006. Print
create videos
Use of computer
technology for
ongoing access
to instructional
resources
Use of standard
computer
applications:
Word, Power
Point, Excel
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
Evaluation
Summative Assessment(s)
 Sub-Unit Exams
and Essays
 Unit Objective
Exam
 Unit Essay Exam
 Unit Project
Garraty, John A and Gay,
Peter. Columbia University
History of the World. New
York, NY. 1972. Print
 McGraw-Hill
Online Assignment
Carey, John. Eyewitness to
History. New York, NY.
Harper Collins. 1997. Print
Tierney, Brian, Kagan,
Donald et al. eds. Great
Issues in Western
Civilization, vol. 2, 3rd ed.
New York, NY. Random
House. 1976.
Carey, John. Eyewitness to
History. New York, NY.
Harper Collins. 1997. Print
Tierney, Brian, Kagan,
Donald et al. eds. Great
Issues in Western
Civilization, vol. 2, 3rd ed.
New York, NY. Random
House. 1976. Print
Schalama, Simon. Citizens:
A Chronicle of the French
38
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
colonies after Salutary
Neglect:
D. Acts of
Parliament designed to
raise revenue to cover
defense of colonies:
1.Sugar Act (1764)
tax on sugar
2. Currency Act
(1764) no colonial
money
3.Quartering Act
(1765) house soldiers
4. Stamp Act
(1765) tax on all
documents
5.Declaratory Act
(1766) Parliament
Rules
6.Tea Act (1773)
(Boston Tea Party)
7.Intolerable Acts
(1774) oppressive acts
IV. The American
Revolutionary War
A.First Continental
Congress
B.Lexington and
Concord (1775) “Shot
Heard Round the
World”
C.Declaration
ofIndependence (1776)
D.Formation of the
Continental Army
E. British Occupation
of New York
F. Washington
Retreats to PA
1. Course of War
a. Low Level
Conflict--fightng is
Revised: Summer 2013
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
Revolution. New York, NY.
Random House. Print
Video:
Revolution. Dir. Hugh
Hudson. Al Pacino. Warner
Bros. 1985. DVD
Internet
McGraw-Hill Connect
http://connect.mcgrawhill.com/connectweb/static
_pages/index/index.html
Internet Modern History
Sourcebook (Fordham
University)
http://www.fordham.edu/h
alsall/mod/modsbook.asp
Eyewitness to History
http://www.eyewitnesstohi
story.com/
Historyworld
http://www.historyworld.n
et/
Hyperhistory Online
http://www.hyperhistory.c
om/online_n2/History_n2/
a.html
39
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
sporadic
b. Americans Lose
most of the time
c. Battle of Trenton
boosts morale
d. Personal Exploits
G.
American
Military Leaders:
1. Gen. Francis
Marion: “Swamp Fox”
2.John Paul Jones:
Bonhomme Richard
3. Washington at
Valley Forge
IV. Results of the War
A. Battle of
Yorktown wins
Independence in 1783
B. United States
becomes a new nation
C. People are now
a nation, united with
common values and
goals.
D. Thomas
Jefferson Expands on
Locke and Rousseau;
serves as example for
the French Revolution!!
E. United States
under the Articles of
Confederation are weak
and poor; struggle to
survive!
F. War of 1812 is
the Second American
Revolution with
Britain; victory assures
national survival!
Revised: Summer 2013
40
Topics/Concepts
(Incl. time / # days per topic)
The French Revolution
 The French
Revolution:
Victory of the
Enlightenment,
Liberalism and the
Rights of Man
 French Revolution
was more liberal
and revolutionary
than the American
Revolution that
inspired it.
 The French
Revolution
eventually was
subverted and
failed, leading to
Napolean and
radical
conservatism in a
dictatorship
 The Ideals of the
French Revolution
percolated
throughout Europe
during the 19th
century
 Ideals of the
French Revolution
continue to inspire
and mobilize
revolutionary
movements to this
day.
 French Revolution
was more
influential in world
history than the
American
Revolution!
 Destroyed the
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections
The French
Revolution
I. The French
Revolution Origins:
A. Prelude to
Revolution
1. French Peasantry
(90% of pop) is poor;
50% living below
subsistence
2. French poor
suffer
disproportionately;
a. high infant
mortality; 223 per
thousand
b. accelerated
death rate; 449/1000
dead in the first 10
years of life
c. inadequate diet,
unsanitary conditions,
overcrowding and
sporadic employment
3. French Social
Classes: The Estates
a. First EstateClergy; wealthy
b. Second EstateNobility; titled, wealthy
c. Third Estatepeasantry& bourgeoisie
4. Class Conflict:
a. 1st & 2nd
Estates paid almost no
taxes
b. 1st and 2nd
Estates controlled
Estates-General
c. 3rd Estate has
no real voice
5. Economic
The French Revolution
1. Describe the conditions in
France prior to the revolution
2. Identify the Estates (1,2 &
3) and their position in the
French economy and society
3. Perform an economic
analysis of pre-revolutionary
France to ascertain the role
co class conflict and
economic inequality played
in fomenting revolution.
4. Describe and explain the
French Revolution as a world
revolution
5. List economic problems of
France per-revolution and
analyze each
6. Identify the Enlightenment
influences and their ideas that
shaped the French Revolution
7. List chronologically the
events of the French
Revolution and the important
personalities
8. Analyze the radicalization
of the revolution and the
Reign of Terror
9. Analyze and describe the
mistakes of the French
revolutionaries that led to
dictatorship.
10.Analyze the Declaration
of the Rights of Man and
describe as a call for world wide liberation of man.
11. Identify Napoleon as the
man who ended the French
Revolution and spread the
ideals all over Europe.
12. Describe and explain
Napoleon as one of the
The French Revolution
 Create biography cards
for French philosophes
 Complete primary
source based DBQs
 Create a virtual salon
online to analyze,
discuss and debate the
ideas of the
Enlightenment in a
Salon setting
 Create Venn diagram
comparing/contrasting
intellectual ideas of the
Enlightenment
 View History Channel
film The French
Revolution and
complete worksheet,
forum discussion and
blog posts.
 Complete French
Revolution
Estates Simulation:
Recreate the Three
Estates in class in a
mock meeting of
Estates General
 Political Cartoon
analysis
 PBL: create plan for
solving the financial
crisis and submit to
class for debate
 Compare the
Constitutions of 1791 &
1795 & the
Declaration of the
Rights of Man and
compare contrast with
similar US documents
 PBL- Mock trial of
Revised: Summer 2013
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
The French Revolution
Textbook:
Bentley, Jerry H. &
Ziegler, Herbert F.
Traditions and
Encounters: A Global
Perspective on the Past,
5th ed. NY, NY. McGraw
Hill. 2011
Chapter 28: Revolutions and
National States in the
Atlantic World, The French
Revolution pp. 627-631
Secondary Readings:
Perry, Peden & Von Laue
Sources of the Western
Tradition 6th ed.New York,
NY. Houghton Mifflin.
2006. Print
Perry, Peden & Von Laue.
“Chapter 4 Era of the
French Revolution.” pp. 95123. Sources of the Western
Tradition 6th ed.vol 2. New
York, NY. Houghton
Mifflin. 2006. Print
Schalama, Simon. Citizens:
A Chronicle of the French
Revolution. New York, NY.
Random House. Print.
Video:
The French Revolution. The
History Channel. 2005.
41
Topics/Concepts
(Incl. time / # days per topic)



Monarchy in
France
Destroyed
Feudalism in
France
Promulgated the
rights of man and
the equality of
citizens; Liberty,
Equality, Fraternity
Exported the
Revolution to the
rest of Europe,
especially under
the Reign of
Napoleon; spread
all over the
world!!
Critical Content
(Students Will Know:)
Problems in France
a. Huge National
Debt
b. Budget Deficit
c. Moribund
Economy; idle workers,
low production,
inefficiencies in
distribution
d. Inequitable tax
burden; falls on those
with the least money;
cause of persistent
deficit and burgeoning
national debt.
B. Enlightenment
Influences
1. John Locke-consent of the governed
and the social contract
2.Jean Jacques
Rousseau-- social
contract and the will of
the people
3.Thomas Jefferson-Declaration of
Independence; equality
of man and inalienable
rights.
4.Thomas Paine-radicalized these ideas
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections
greatest leaders in political
and military history.


Louis XVI and Marie
Antoinette together.
Listen to primary
source evidence and
then render verdict.
Watch Biography
Channel video
Napoleon Bonaparte.
and complete
worksheet, discussion
forum and online
survey
Create videos using MS
Moviemaker to present
on people, places and
events of the French
Revolution and post to
the internet.
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
DVD
Napoleon Bonaparte. The
Biography Channel. 1989.
DVD
II. Events of the French
Revolution
A. Estates-General
meets in May, 1789
1. Third Estate is
locked out
2.Third Estate
forms the National
Assembly
Revised: Summer 2013
42
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
B. Storming of the
Bastille and general
rioting in Paris July 14,
1789; beginning of the
revolution
C. Louis XVI
accepts new
government; a
constitution is written
1. Declaration of the
Rights of Man and of
the Citizen; most
important part.
III. Transformation of
the Revolution
A. France becomes a
Constitutional
Monarchy
B. France becomes a
Republic in 1792;
executes the king.
C. Revolution
radicalizes; Reign of
Terror
1. 40,000 people
were executed as
enemies of the
revolution
2. Ends after most
of the leaders are killed
D. The Directory
Directory- group of 5
Directors who ran the
country
1. Directors were
men of property and
wealth
2.Directory
excluded the poor and
all women
3.Directory
violated the constitution
Revised: Summer 2013
43
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
4.Non-support by
the masses and
alienation from power
leads to seizure of
power in 1799 by
Napoleon, leading to
the Napoleonic Era.
IV. Results of
Revolution
A. Napoleon
becomes dictator, later
emperor of the French
people.
B.Ideals of the
French Revolution
inspire similar
revolutions in Europe
and around the world.
C. The French
Revolution effectively
wipes out feudalism,
serfdom and absolutism
in Europe; beginning of
popular sovereignty
The Industrial Revolution
I. The Industrial
Revolution: Transformation
of Life for the Modern
World.
A. Origins:
1. Industrial Revolution
rooted in the Scientific
Revolution
2.Industrial Revolution
driven by Capitalism
3. Industrial Revolution
influenced by
Enlightenment
individualism and
rationalism in a paradigm of
intellectual and economic
The Industrial
Revolution
 The Industrial
Revolution
changed the
nature of
civilized
society and the
creation of
Wealth.
 Machine
production
changed the
nature of labor
 Industrial
Revolution
created new
Revised: Summer 2013
The Industrial Revolution




Outline the major
trends, issues and
forces that have
shaped the Industrial
Revolution .
List the
technological
transformations that
shaped the 19th
century
Describe the social
impact of
technology on
Western Civilization
Outline the
The Industrial Revolution



View film Mill Times
and complete
worksheets and
discussion forum
Create video
biographies using MS
Moviemaker for major
industrialists,
technologies and
movements of the era
and post to internet
project site.
Complete webquest on
the Industrial
Revolution
The Industrial Revolution
Textbook:
Bentley, Jerry H. &
Ziegler, Herbert F.
Traditions and
Encounters: A Global
Perspective on the Past,
5th ed. NY, NY. McGraw
Hill. 2011. Print.
Chapter 29: The Making of
An Industrial Society, pp.
651-674
44
Topics/Concepts
(Incl. time / # days per topic)
change.
A. Technological
Transformations of the
Industrial Revolution:
1.machine production
2. factory system
3.managerial revolution
B. Social Impact of
Technology
1. creation of proletariat
and bourgeoisie social
classes
2. extreme income
disparity
3. life organized along
factory system
4. labor becomes a
commodity
C. Economic Geography
a. Rise of Coal
b. Rise of Oil
c. Corporations
d. Rise of Consumer
Culture
e. Middle class rises
II. Industrial Revolution
Results:
A. provides basis
for transformative
revolutions
B. created new mode
of human production
and new standard of
productivity
C. created new social
classes based on
economics
D.changed the
relationship of man
to production,
wealth and society
E. transformed the world
Critical Content
(Students Will Know:)




Revised: Summer 2013
social classes
along with
new wealth
Capitalism
fueled the
Industrial
Revolution;
"Invisible
Hand" of
Competition
regulated new
markets;
Wealth of
Nations
Labor became
a commodity;
"alienated"
from creation
of wealth;
Communist
Manifest is
written in
reaction.
Managerial
class is created
along with the
hierarchical
corporate
organization
Energy Crisis-for the first
time energy is
an issue; fuels
for the
machines are
always a major
issue and a
source for
instability
Skill Objectives
(Students Will Be Able To:)






revolutions in
business including
international
finance,
multinationals and
business
management
. Analyze the rise of
consumer culture,
demonstrate how it
fuels capitalism and
show how it is
manifested in the
modern USA.
Describe, analyze
and explain the
importance of the
emerging middle
class and how it
shaped the history of
Western
Civilization.
Discuss the
importance of fossil
fuels and the link
between energy and
industrial production
Analyze an
industrial economy
and describe the
evolution of the
economy from
industrial to
information
economy.
Explain Marxism as
a reaction to
industrialization
Describe and
explain the origins
of the labor
movement.
Instructional/Learning Activities
& Interdisciplinary Connections








Engage in collaborative
teaching with
technology department
teleconference on
industrialization and
social impact.
PBL –engage class in
simulation corporation
building demonstrating
decision-making and
control
Complete Primary
Source based DBQs
Contribute to online
journal, discussion
forum, wiki
Current events—
research the titans of
industry today and
compare/contrast with
those of 19th century,
analyzing impact on
society.
Current events—
research, present and
discuss the energy
crisis and how energy
is critical to industrial
society.
Write research based
position paper on issues
relating to
industrialization, past
and present.
PBL—create a working
machine (in
cooperation with
technology) and display
in class
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
Secondary Readings:
Perry, Peden & Von Laue
Sources of the Western
Tradition 6th ed. Vol. 2
New York, NY. Houghton
Mifflin. 2006. Print
Perry, Peden & Von Laue.
“Chapter 5 The Industrial
Revolution.” pp. 124-144.
Sources of the Western
Tradition 6th ed. Vol. 2
New York, NY. Houghton
Mifflin. 2006. Print
Chandler, Alfred D. The
Visible Hand: The
Managerial Revolution in
American Business. New
York NY. Belknap Press.
1993. Print.
“ The Visible Hand;;The
Managerial Revolution in
American Business “by
Alfred D. Chandler
(selected readings)
Video Resources:
Mill Times. Dir. David
Macaulay. 2002. DVD.
Internet
McGraw-Hill Connect
http://connect.mcgrawhill.com/connectweb/static
_pages/index/index.html
Internet Modern History
Sourcebook (Fordham
45
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)

in a process that is still
unfolding!
Instructional/Learning Activities
& Interdisciplinary Connections
Analyze and explain
how capitalism
works to fuel rapid
industrialization
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
University)
http://www.fordham.edu/h
alsall/mod/modsbook.asp
Eyewitness to History
http://www.eyewitnesstohi
story.com/
Historyworld
http://www.historyworld.n
et/
Hyperhistory Online
http://www.hyperhistory.c
om/online_n2/History_n2/
a.html
The Russian Revolution
I. The Russian Revolution
(1 week)
A. Themes: Historical
Determinism, Economic
Class Warfare, The
Proletarian State and the
Antithesis of the
Enlightenment
II. Origins
A. Marx/Engels
The Communist
Maifesto
B. Lenin-Father of the
Russian Revolutionprofessional revolutionary
who developed concept of
State Socialism
C. Response to the
Industrial revolution
D. Combined social and
economic reform
III. The Russian Revolution
The Russian
Revolution
I. Origins of Russian
Revolution
A. Medieval Peasant
Society
B. Social and Economic
Inequality
C. National
Humiliations
D. National Desire for
Reform
II. Imperial Russia
A. The Romanovs
1. Tsar Alexander
2. Tsar Nicholas II
A. Tsarinia Alexandra
III. Road to Revolution
A. Russo-Japanese War
(1905)
1. Revolution of
1905
B. World War I
1. Declaration of
War against Austria and
Germany
Revised: Summer 2013
The Russian Revolution




Understand how to
use and construct
maps, globes, and
other geographic
tools to locate and
derive information
about people,
places, and
environments.
Explain that the
Russian Revolution
was a reaction to the
Industrial
Revolution
Show how the
Russian Revolution
combined Political,
Economic and social
change that
provided an
alternative to the
West
Develop a sense of
historical empathy
The Russian Revolution







Complete webquest on
the Russian Revolution
Complete primary
source based DBQs
Analyze documents and
maps and determine the
economic potential of
Russia and issues of
industrialization.
Complete biography
research/analysis
position paper detailing
Peter the Great’s
Westernization of
Russia
Read primary source
Communist Manifesto,
analyze in class and
discuss in online forum
Read primary source
What is to be done,
analyze in class and
discuss in online forum
Create chart and
The Russian Revolution
Textbook:
Bentley, Jerry H. &
Ziegler, Herbert F.
Traditions and
Encounters: A Global
Perspective on the Past,
5th ed. NY, NY. McGraw
Hill. 2011
Chapter 31: Societies at
Crossroads, The Russian
Empire Under Pressure, pp.
713-717
Secondary Readings:
Marx, Karl & Engels,
Frederich. The Communist
Manifesto. Createspace
Independent Publishing
Platform. 2013. Print.
“ The State and Revolution”
pp. 300-318 by. Vladimir I.
46
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
A.Tensions in the Russian
identity: Westernizers vs.
traditionalists
B.The Revolution of
1905; “Bloody Sunday”;
Russo-Japanese War
C.The last czar: Nicholas
II and Alexandra
D. Economic strains of
World War I
v. Revolutions of 1917
1. March Revolution
ousts Czar
2. October Revolution:
Bolsheviks; Lenin and
revolutionary Marxism
vi. Civil War: Bolsheviks
defeat Czarist
counterrevolution;
Bolsheviks become
Communist Party; creation
of the Soviet Union and a
viable alternative to the
capitalist liberal
democracies of the West.
2. Battlefield losses
a. incompetent
leadership
b. unprepared, illequipped army
c. unrest leads to
revolution
IV. Russian
Revolutions of 1917
A. March 1917
Revolution
1. Provisional
Government of
Alexander Kerensky
B. November 1917
Revolution.
1. V. I. Lenin
2. Bolshevik
Victory
3. Russia out of war
4. Soviet Union
Established; first
Marxist state in history!
V. Soviet Union
A. Phases
1. Leninestablishing
communism
2. Stalinindustrialization,
collectivization and
leadership to victory in
WWII and emergence
as a great power
3. Cold War—
defeat of Soviet Union
in a proxy/economic
conflict. Soviet Union
goes out of existence.
Skill Objectives
(Students Will Be Able To:)


and see through the
eyes of people who
were there.
Students understand
the chronological
organization of
history and know
how toorganize
events and people
into major eras to
identify and explain
historical
relationships.
Students understand
that societies are
diverse and have
changed over time.
Instructional/Learning Activities
& Interdisciplinary Connections






compare/contrast chart
explaining differences
between Marxism and
Leninism
View film Lenin and
complete worksheet
Collaborative
learning—class creates,
debates and approves a
manifesto for the class
Research and create
biography video
presentations on the
major figures of the
Russian Revolution
Create timeline for the
life of the Soviet Union
Debate—class debate
on the reasons for the
failure of the Soviet
Union.
Completion of teacher
made worksheets,
puzzles and other
reinforcement resources
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
Lenin In Essential Works of
Socialism, ed. by Irving
Howe
“The Official Version of the
Communist Party under
Stalin” pp. 501-609, “The
Bolsheviks Take Power”,
pp. 529-541 and “Lenin’s
Gamble” pp. 555-562 in
Great Issues in Western
Civilization vol 2 ed. by
Tierney, Kagan & Williams
“ An American Journalist at
the Storming of the Winter
Palace, St. Petersburg”, pp.
480-483, “Tsar Nicholas II
and the Russian Imperial
Family Shot in
Ekaterinburg”, pp. 485-487
and “Famine in Russia,
1921”, pp. 493-495 in
Eyewitness to History, ed.
by John Carey
“The Russian Revolution
and the Stalin Era” Chap 87
pp. 994-1004 in The
Columbia History of the
World, ed. by Garraty &
Gay
“Communism” pp. 76-123
in Contemporary Political
Ideologies 4th ed. by Lyman
Tower Sargent
Video
Dr Zhivago.dir. David Lean.
Perf. Omar Sharif. MGM.
Revised: Summer 2013
47
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
1965
Lenin. The Biography
Channel. Peter Graves. 1989
Russian Revolution in
Color. Shanachie
Entertainment Corp. 2007.
DVD.
Internet
McGraw-Hill Connect
http://connect.mcgrawhill.com/connectweb/static_
pages/index/index.html
Internet Modern History
Sourcebook (Fordham
University)
http://www.fordham.edu/hal
sall/mod/modsbook.asp
Eyewitness to History
http://www.eyewitnesstohist
ory.com/
Historyworld
http://www.historyworld.net
/
Hyperhistory Online
http://www.hyperhistory.co
m/online_n2/History_n2/a.h
tml
Revised: Summer 2013
48
Unit Modifications for Special Population Students:
Struggling Learners
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Reassessment (i.e. quizzes, tests) using
requiz, retest and reboot options
Guided notes/practice
Study guides
Tutoring
Jigsaw (Cooperative Learning)
Extra Time for Completion
Revised: Summer 2013
Gifted and Talented Students
(Challenge Activities)
Differentiated Instruction, with
differentiated materials and activities to
instruct and reinforce on common core
content
Student choice assignments (Independent
Study)
Multimedia Project (video, audio, internet)
subsuming curricular content and
technology skills to reinforce with rest of
class
Peer note-taking and annotation
Peer created study guides and review
material
Peer tutoring
Peer engagement in Jigsaw Cooperative
Learning Activities
English Language Learners
Special Education Students
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Mini-lessons (Chunking Content into
discrete content items)
Modified assessments and regular
reassessment as required
Modified assessments
Guided notes/practice geared to curricular
content material
Study guide
Guided notes/practice/reinforcement
Independent Study
Phonics activities (in conjunction with ESL
teacher) and reinforcement
Extended Time to complete Assessments
and Projects
Tutoring
Cooperative Learning activities to reinforce
curricular content
Extended Time on Assessments and
Projects
Study guides
49
UNIT OVERVIEW
Course Title: Honors World History & Cultures: The Modern Era
Unit #:
Unit Title: Clash of Civilizations Occidental v. Oriental
UNIT 6 OVERVIEW
Unit Description and Objectives:
Unit 6 looks at the East from ancient to modern in explaining the role of the East in world history. This unit deals with the civilizations of the East,
especially China and Japan, exploring their historical and cultural origins, as well as their reaction to the West, cultural conflicts between the
occidental and oriental worlds, and the eventual opening to the west for trade and cultural exchange. The deleterious effects of Western Imperialism
will be discussed and the issues of cultural class and cross cultural influence in the diffusion of culture will be discussed.
Essential Questions and Enduring Understandings:
Essential Questions:
1. What are the major civilizations of the East
and why did they develop there?
Enduring Understandings/Generalizations
Students will understand that:
1. China and India were two very advanced,
sophisticated, cultured civilizations that
contributed much to the development of the
modern world.
2. What was the cultural evolution like in the East 2. The cultural contributions of the East, diffused
and what were the accomplishments of the
to the West, aided in allowing the West to
Eastern civilizations?
dominate the globe.
3. What was the result of the culture clash
between East and West (oriental v. occidental)
and how did the cultural diffusion and influence
shape the modern world?
Revised: Summer 2013
3. The class of cultures between east and west
allowed for cross-cultural influence and cultural
diffusion that has aided in the evolution of the
cosmopolitan nature of the Modern World.
Guiding Questions
1.1 What were the major civilizations of Asia?
1.2 What civilized social systems did they set
up?
1.3 Where were these civilizations located and
why?
Etc.
2.1 What effect did gunpowder have on the
history of the world?
2.2 What influence did silks, spices and
porcelain have on the history of the world?
2.3 How were the Oriental civilizations superior
to their Occidental counterparts and why?
3.1 Which civilization dominate the cultural
conflict?
3.2 What cultural motifs were infused into the
west from the east that were beneficial?
50
UNIT GRAPHIC ORGANIZER
Sub-Concept/Topics:
Sub-Concept/Topics:
European Incursions and
Colonization in China to the People’s
Republic and New China
Opening of Japan, Rise of Japan
Sub-Concept/Topics:
European Incursions and inclusion
of Japan into the Western Sphere of
Influence
British India and the culture clash
between Oriental and Occidental in
South Asia
Culture class between Oriental and
Occidental in East Asia
Theme: Cultural Diffusion, CrossCultural Influence & Globalism
Conceptual Lens: Clash of
Civilizations and the Rise of
Cosmopolitanism
Sub-Concept/Topics: Integration of
Asian Economies into the new
Global Economy
Revised: Summer 2013
Sub-Concept/Topics:
Sub-Concept/Topics:
Cosmopolitanism creating a unitary
world cultural currency
Cultural Diffusion and Cross-Cultural
Influence are consequences of trade
and commerce in the socioeconomic sphere
51
CURRICULUM UNIT PLAN
Course Title/Grade: Honors World History and Cultures: The Modern Era Grade 9
Unit Number/Title: Unit 6 Clash of Civilizations: Oriental v. Occidental
Conceptual Lens:
Globalization
Appropriate Time Allocation (# of Days):
7 Weeks (49 Days)
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
China
I. China
A. Ming Dynasty
1. 1st contact with
Europeans since Marco
Polo
2.Powerful, wealthy
civilization with strong
emperors and complex
government
bureaucracy
B. Qing Dynasty
1.started by Manchus
2.reformed social and
political problems
3.strengthened
Chinese power and
influence
4.Kangxi was greatest
emperor; allowed
Europeans and
Christian missionaries
into China
5. Qianlong: emperor
who governed under
European pressures,
social discontent and
economic stresses—
Qing dynasty began to
decay under his rule!
C. Chinese Cultural
Achievements
1.literature- Chinese
I. Dynastic China
A. Ming Dynasty
B. Qing Dynasty (Manchu)
C. Chinese Cultural
Achievements
D. Chinese Civilization
II. European Incursions
(opening of China)
A. Opium Wars
B. Boxer Rebellion
C. Open Door Policy
D. The Republican
Revolution and Sun Yat-Sen
III. Sino-Japanese War
A. Japanese invasion of
Manchuria
B. Japanese conquest of
Chinese cities and coastal
areas
C. Rape of Nanking
IV. Chinese Civil War
A. Chinese Communist
Party (Mao Zedong)
B. Koumintang (Nationalist)
Party (Chaing Kai Shek)
V. People’s Republic of
China (1949)
Revised: Summer 2013
Skill Objectives
(Students Will Be Able To:)







Locate China on a
map and explain the
geographic features,
climate and the
effects thereof.
Identify the early
Chinese dynasties
and their cultural
achievements
Apply the schema
for understanding
the construction of
civilizations to
China
Explain the impact
of capitalism and the
opening of China on
the development of
Chinese civilization
Analyze and explain
the effects of
European and
American incursions
into China
Explain the
complexities of the
Chinese political
situation
Identify Sun Yat-Set
and his role as
China’s first
republican president
Primary Core Content Standards referenced With Cumulative Progress Indicators
6.2.8.D.4.g
6.2.12.A.1.a
6.2.12.B.1.a
Instructional/Learning Activities
& Interdisciplinary Connections







Mapping exercise using
Google Maps and
Internet Sourcebook to
create historical,
geographical and
demographic maps of
China
Complete webquest on
the Ancient Chinese
Dynasties and present
their cultural
achievements.
Take virtual tour of
Chinese archaeological
sites and examine
artifacts
Research and Examine
fall of Ancient China
and the rise of foreign
intervention through
position paper.
Compare/Contrast Sun
Yat Sen with George
Washington and debate
the role of Sun Yat Sen
as father of Modern
China
Create a mock
international summit to
discuss the Open Door
Policy and evaluate
Complete primary
6.2.12.C.1.c
6.2.12.D.3.e
6.2.12.D.4.c
Instructional Resources
Teacher Instructional
Resource Texts:
Marzano, Robert. The Art
and Science of Teaching.
ASCD. Alexandria, VA.
2007. Print.
Sulla, Nancy. Students
Taking Charge: Inside the
Learner-Active
Technology Infused
Classroom. Larchmont,
NY. Eye on Education.
2011. Print
Textbook:
Bentley, Jerry H. &
Ziegler, Herbert F.
Traditions and
Encounters: A Global
Perspective on the Past,
5th ed. New York, NY.
McGraw Hill. 2011. Print.
Chapter 26: Traditions and
Changes in East Asia, The
Quest for Political Stability,
pp. 571-585
Chapter 31: Societies at
Crossroads, The
Technology & 21st C Skills
Integration (Specify)








Online textbook
and textbook
resources in the
cloud
Use of open
source CMS
Coursesites for
access to all
materials.
Online
assessments such
as tests and
quizzes.
WebQuests
Internet
Online Polling
through
Socrative or
Turnkey
Use of MS
Skydrive to
create,
manipulate and
store files in the
cloud.
Use of computer
technology for
ongoing access
to resources (
desktops,
laptops,
smartphones,
NJCCCS w/
CPI Reference
6.2.8.D.4.g
6.2.12.C.1.c
6.2.12.A.1.a
6.2.12.D.3.e
6.2.12.B.1.a
6.2.12.D.4.c
Evaluation/ Assessment:
Formative Assessments
 Essays
 Objective Exams,
online and in class
 Class Discussion,
online and in class
 WebQuest
 Research Project
 Regular homework
from textbook and
other sources
 Teacher-made
worksheets
 Teacher-made
puzzles and
cognitive exercises
 Discussion/Debates
 Presentations
 Cooperative
Learning Project
 Online forums,
discussion boards
and chat rooms
 Anecdotal
Evaluation
Summative Assessment(s)
 Unit Test
52
Topics/Concepts
(Incl. time / # days per topic)
VI New China (1980)
A. Deng Tsao-Ping
B. Economic Reform—
adoption of the capitalist
free market and integration
into world economy
Japan
I. Feudal Japan
II. Tokogawa Japan
III. Meiji Restoration
IV. Modernization of Japan
V. Imperial Japan and
Expansion
Critical Content
(Students Will Know:)
developed the novel
2.Art- painting,
calligraphy, porcelain
3.Inventions:
gunpowder, silk:
gunpowder eventually
used against China by
Europeans and silk
provided motivation for
opening of China for
trade
III.Japan
A. Opening of Japan
1.Feudal Society
2.Tokugawa Era:
Nobunaga, Hideyoshi
& Ieeyasu restored
central authority; era of
the “Great Peace”
3.European Contacts:
Portuguese were first
4.Japan welcomed
European traders, but
not their culture
5.Japan restricted
contact with Europeans
and limited trade
B.Meiji Restoration
1.Tokugawa Era
a. Causes
b. Government,
economic, & cultural
changes
C. Opening of Japan
1. Commodore Perry
2. Treaty of
Kanagawa
3. Reasons for
opening
D. Restoration/Reforms
1. Government,
Revised: Summer 2013
Skill Objectives
(Students Will Be Able To:)











Explain why the
Japanese invaded
China and exploited
resources
Describe the course
of the Chinese Civil
War
Explain the
influence of Mao
Zedong
Describe the
creation of the
People’s Republic
of China in 1949
Identify Deng TsaoPing as the leader of
New China
Describe, Explain
and Analyze the
capitalist economic
strategy of Modern
China and the role
of Deng Tsao-Ping
in the reforms.
Analyze the
economic influence
of China today and
the economic model
it represents
Compare/Contrast
Explain the role of
Commodore Perry
in opening Japan
and explain the
reasons why
Discuss the feudal
structure of Japan
Explain in detail the
reasons for Japanese
expansionism and
how it led to conflict
with the US.
Instructional/Learning Activities
& Interdisciplinary Connections
source based DBQs
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
Transformation of Japan,
pp. 724-727

Chapter 32: The Building of
Global Empires, Imperial
Japan, pp. 747-749

Chapter 35 Nationalism and
Political Identities in Asia,
Africa and Latin America,
pp. 816-819
netbooks)
Use of standard
computer
applications:
Word, Power
Point, Excel,
Frontpage,
Adobe PDF
Reader
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
 Project Grade
 Essay Exam
 Final Exam
Benchmark
Assessment
Chapter 37 The End of
Empire, Mao’s China, pp.
879-882
Secondary Readings
Ferguson, Niall.
Civilization: The West and
the Rest , NY, NY. The
Penguin Press. 2011. Print.
Perry, Peden & Lane
Sources of the Western
Tradition 6th ed. New York
NY. Houghton Mifflin.
2006. Print.
Tierney, Brian, Kagan,
Donald et al. eds. Great
Issues in Western
Civilization, vol. 2, 3rd ed.
New York, NY. Random
House. 1976. Print
Carey, John. Eyewitness to
History. New York, NY.
Harper Collins. 1997. Print.
Garraty, John A and Gay,
Peter. Columbia University
53
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
economic, military,
technological, &
cultural changes
2. Effects
3. Foreign influence
E. Japanese expansion
and Imperialism (i.e.
Sino-Japanese War,
Russo-Japanese War)
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
History of the World. New
York, NY. 1972. Print.
Internet
McGraw-Hill Connect
http://connect.mcgrawhill.com/connectweb/static
_pages/index/index.html
Internet Modern History
Sourcebook (Fordham
University)
http://www.fordham.edu/h
alsall/mod/modsbook.asp
Eyewitness to History
http://www.eyewitnesstohi
story.com/
Historyworld
http://www.historyworld.n
et/
Hyperhistory Online
http://www.hyperhistory.c
om/online_n2/History_n2/
a.html
Revised: Summer 2013
54
Unit Modifications for Special Population Students:
Struggling Learners
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Reassessment (i.e. quizzes, tests) using
requiz, retest and reboot options
Guided notes/practice
Study guides
Tutoring
Jigsaw (Cooperative Learning)
Extra Time for Completion
Revised: Summer 2013
Gifted and Talented Students
(Challenge Activities)
Differentiated Instruction, with
differentiated materials and activities to
instruct and reinforce on common core
content
Student choice assignments (Independent
Study)
Multimedia Project (video, audio, internet)
subsuming curricular content and
technology skills to reinforce with rest of
class
Peer note-taking and annotation
Peer created study guides and review
material
Peer tutoring
Peer engagement in Jigsaw Cooperative
Learning Activities
Peer teaching and reinforcement
English Language Learners
Special Education Students
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Mini-lessons (Chunking Content into
discrete content items)
Modified assessments and regular
reassessment as required
Modified assessments
Guided notes/practice geared to curricular
content material
Study guide
Guided notes/practice/reinforcement
Independent Study
Phonics activities (in conjunction with ESL
teacher) and reinforcement
Extended Time to complete Assessments
and Projects
Tutoring
Cooperative Learning activities to reinforce
curricular content
Extended Time on Assessments and
Projects
Study guides
55
UNIT OVERVIEW
Course Title: Honors World History & Cultures: The Modern Era
Unit #:
UNIT 7 OVERVIEW
Unit Title: The 20th Century & the Era of Global Conflicts
Unit Description and Objectives:
This unit describes and explains the origins, outbreaks and resolutions of the 20th Century Era of Global Conflicts, discussing
World War I, the Interwar Period, World War II, the Cold War and the ultimate victory of the West and Western cultural values over
the ideologies of fascism, communism and totalitarianism, leading to the Triumph of the West in the modern world. The unit will
explore and make connections to the people, events, systems and globalism of the modern world and include current events and
research into modern social institutions that are rooted in the conflicts of the 20th Century. The 20th Century will be examined as
a transformative age, where the social, political, economic and technological achievements of the Modern Era were improved,
perfected and passed into the new century, with an emphasis on the sanctity of the individual, the empowerment of the
individual, the expansion and protection of the natural rights of man as espoused during the Enlightenment and the
transformative changes that have taken the advances of the 20th century and laid them bare as the bases for the incredible
achievements of the 21st century. The Modern World, with the emphasis on human rights, the international system of law, the
economic regulation of the economy and the advances with technology that allow the individual to empower and express himself
has reshaped the world in innumerable ways.
Revised: Summer 2013
56
Essential Questions and Enduring Understandings:
Essential Questions:
1. What were the causes of the great wars of the
20th century
2. What was the Cold War and how did it grow
out of the previous “hot” conflicts of the 20th
century?
3. What were the transformative impacts of the
great wars, hot and cold, of the 20th century
Revised: Summer 2013
Enduring Understandings/Generalizations
Students will understand that:
1. Great Power Rivalry led to the outbreak of
global war.
1.2 Nationalism fueled the drive for colonies,
influence and strategic advantage
1.3 The World Wars resolved questions of power
and influence and set the stage for a bi-polar
world that would last for the next 50 years during
the Cold War.
2.1 The Cold War was a conflict between the
communist east led by the Soviet Union and the
capitalist, democratic West led by the US.
2.2 The Cold War was fought through proxies,
intelligence agencies and public relations with
the goal being domination of the world.
2.3 The United States “won” the Cold War when
the Soviet Union and the Communist states of
the East Bloc folded and went out of existence.
3.1 The establishment of the US as the major
world power, the establishment of the UN and a
system of diplomatic rules to prevent war and
other suffering.
3.2 The new international rules, enforcement
through the World Court and other agencies has
allowed the global economy to progress and the
values of the West to more completely permeate
the international systems that govern life.
Guiding Questions
1.1 How did the Great War start and how did
unrealistic and idealistic ideas about preventing
the war help end up making it worse?
1.2 What role did Nationalism play in starting the
two World Wars?
1.3 What was the link between World War I and
World War II and what did those two conflicts
solve or resolve?
2.1 Why did the antagonists in the Cold War
refrain from actually committing their armies in a
war against each other?
2.2 How did the US and USSR use proxies to do
battle with each other during the Cold War?
2.3 What was the ultimate result of the Cold War
and was that enough to be considered a
“victory”?
3.1 Why is the 20th Century considered unique
among historians and pivotal in the evolution of
man?
57
UNIT GRAPHIC ORGANIZER
Sub-Concept/Topics:
Sub-Concept/Topics:
World War II a continuation of World War I
Diplomacy and Statecraft
Sub-Concept/Topics:
Great Power Competition and Rivalry
Imperialism
Spheres of Influence
Colonialism
Great Power conflict and rivalry
Quest for Empire
Conduct of World War II
Rise of the United State and the American
Century
Theme: 20th Century Wars create
conditions for 21st Century World
Conceptual Lens: Balance of Power
and Great Power Conflict
Sub-Concept/Topics:
Interwar Period
Preparation to Continue Hostilities
The Rise of Fascism and the Dithering of
the Democracies
Revised: Summer 2013
Sub-Concept/Topics:
Sub-Concept/Topics:
Causes of World War I: (1) Alliance System
(2) Nationalism (3) Great Power Rivalry (4)
Diplomatic Errors
Nationalism and International Politics
The Will to Combat
The Psychology of War
Conduct of World War I=The First
Industrialized Global Conflict
58
CURRICULUM UNIT PLAN
Course Title/Grade:
Unit Number/Title:
Conceptual Lens:
Honors World History & Cultures: The Modern Era
Unit 7 The 20th Century and the Era of Global Conflicts
Global Cultural Clash & Competition Leads to War
Appropriate Time Allocation (# of Days):
Topics/Concepts
(Incl. time / # days per topic)





Industrialization
changed Great
Power competition
and the nature of
war forever
Economic forces
dictate political
action on a global
stage
European alliances
and treaty system
maintained balance
of power in the
West until WWI
War was
predictable;
culmination of
Great Power
competition.
Alliance system
leads to World War
I in tragic chain of
events from
assassination in
Sarajevo to
declarations of war
between the Allies
and the Tripartite
Pact
Grade 9
Critical Content
(Students Will Know:)
Age of the Great Wars
and the 20th Century
I. World War I
1. World War I
a. Causes: great
power rivalry
b. Effects:
Industrialization of war,
nationalism, arms race
c. Results
II. The Russian
Revolution (1 week)
Historical
Determinism,
Economic Class
Warfare, The
Proletarian State and
the Antithesis of the
Enlightenment
1. Origins:
a. Marx/Engels
The Communist
Manifesto
b. Lenin
State Socialism
c. Response to the
Industrial
Revolution
d. Fedualism in
Revised: Summer 2013
1 Week (7 Days)
Skill Objectives
(Students Will Be Able To:)
General Skills:
Compare present
and past events to
evaluate the
consequences of
past decisions and to
apply lessons
learned.
 Analyze how
change occurs
through time due to
shifting values and
beliefs as well as
technological
advancements and
changes in the
political and
economic landscape.
 Construct various
forms of geographic
representations to
show the spatial
patterns of physical
and human
phenomena.
 Relate current
events to the
physical and human
characteristics of
Primary Core Content Standards referenced With Cumulative Progress Indicators
6.2.12.A.4.a
6.2.12.B.4.a
6.2.12.B.4.b
6.2.12.B.4.d
6.2.12.C.4.a
6.2.12.C.4.b
Instructional/Learning Activities
& Interdisciplinary Connections










Map Exercises and
Cartography Project
Topical Essays
Teacher-Made Study
Guide including:
teacher authored
articles, puzzles,
worksheets and
activities precisely
geared to curriculum
Web Quest: The Road
to World War I
Web Quest: World War
Web Quest:
Revolution: Liberation
of the Third World!
Cooperative Learning
project on Great Power
Conflict and War: War
as furthest extent of
diplomacy!
IMC Research
Facilities and
Resources for group
and individual research
assignments
Debate the decision to
drop the Atomic Bomb
using primary and
6.2.12.C.4.c
6.2.12.C.4.d
6.2.12.D.4.a
6.2.12.D.4.d
6.2.12.D.4.e
6.2.12.D.4.g
Instructional Resources
Teacher Instructional
Resource Texts:
Marzano, Robert. The Art
and Science of Teaching.
ASCD. Alexandria, VA.
2007. Print.
Sulla, Nancy. Students
Taking Charge: Inside the
Learner-Active
Technology Infused
Classroom. Larchmont,
NY. Eye on Education.
2011. Print
Textbook:
Bentley, Jerry H. &
Ziegler, Herbert F.
Traditions and
Encounters: A Global
Perspective on the Past,
5th ed. NY, NY. McGraw
Hill. 2011
Technology & 21st C Skills
Integration (Specify)








World War I
Chapter 33 The Great War:
The World in Upheaval, pp.
763-787
6.2.12.D.4.h
6.2.12.D.4.i
6.2.12.D.4.l
6.2.12.A.5.a
6.2.12.A.5.b
6.2.12.A.5.c
Online textbook
and textbook
resources in the
cloud
Use of open
source CMS
Coursesites for
access to all
materials.
Engagement
with online
journals, blogs,
discussion
forums and wikis
Online
assessments such
as tests and
quizzes.
WebQuests
Internet
Online Polling
through
Socrative or
Turnkey
Use of MS
Skydrive to
create,
manipulate and
store files in the
NJCCCS w/
CPI Reference
6.2.12.A.4.a
6.2.12.B.4.a
6.2.12.C.4.c
6.2.12.C.4.d
6.2.12.D.4.h
6.2.12.D.4.i
6.2.12.B.4.b
6.2.12.B.4.d
6.2.12.D.4.a
6.2.12.D.4.d
6.2.12.D.4.l
6.2.12.A.5.a
6.2.12.C.4.a
6.2.12.C.4.b
6.2.12.D.4.e
6.2.12.D.4.g
6.2.12.A.5.b
6.2.12.A.5.c
6.2.12.B.5.a
6.2.12.B.5.b
6.2.12.C.5.a
6.2.12.C.5.b
6.2.12.B.5.a
6.2.12.B.5.b
6.2.12.C.5.a
6.2.12.C.5.b
Evaluation/ Assessment:
Formative Assessments
 Essays
 Objective Exams,
online and in class
 Class Discussion,
online and in class
 WebQuest
 Research Project
 Regular homework
from textbook and
other sources
 Teacher-made
worksheets
 Teacher-made
puzzles and
cognitive exercises
 Discussion/Debate
 Presentations
 Cooperative
Learning Project
 Simulations
(Nuremberg Trials)
 Anecdotal
Evaluation
59
Topics/Concepts
(Incl. time / # days per topic)







Rise of Marxism
as a response to
events from
Industrial
Revolution, Age of
Imperialism and
the Great War
Marxism is a
response to The
Industrial
Revolution
Ideals of the
Russian
Revolution:
economic justice,
political equity for
proletarian,
classless society;
full fruits of
industrialization for
the people!
The Interwar
Period of the
1930’s was only a
recuperating spell
before hostilities
resumed
World War II was
a continuation of
World War I and a
true globalization
and
industrialization of
the act of war.
Wars of the 20th
Century lay the
foundation for the
Triumph of the
West, the Global
economy.
Globalization,
Nationalism,
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
the modern era=
discontent
places and regions.


2. World War I
a. Russian
Perspective: Class War
b. Bolshevik
Revolution Oct 1917
c. Ext. of
Worker’s State
d. Leninism as
blueprint
for Soviet Society
3. End of
Revolution
a. Death of Lenin
(1924)
b. Rise of Stalin
c. Fall of Soviet
Union (1991)
4. Ideals of the
Russian Revolution
a. economic justice
b. political equity for
workers
c. classless society
based on social agenda
III. World War II
A.
Origins
1. Continuation of the
Great Power Conflict of
WWI
2 Italy and Germany
3.Complacency of the
West
B. Outbreak
1.Invasion of Poland
2. Attack at Pearl
Harbor
2.Declaration of War
C.
Axis Apex
1939-42
Revised: Summer 2013
Instructional/Learning Activities
& Interdisciplinary Connections


Distinguish valid
arguments from
false arguments
when interpreting
current and
historical events.
Evaluate sources for
validity and
credibility and to
detect propaganda,
censorship, and bias.
Take a position on a
current public policy
issue and support it
with historical
evidence, reasoning,
and constitutional
analysis in a written
and/or oral format.
Specific Skill Objectives:
1. Outline the major trends,
issues and forces that have
shaped the 20th Century.
2. List the technological
transformations shaping the
21st century
3. Describe the social impact
of technology on Western
Civilization and the rest of
the world
4. Outline the revolutions in
business including
international finance,
multinationals and
management, especially the
rise of internet, digital
corporations like Facebook
Google and Oracle.
5. Analyze the rise of








secondary resources
Reenact the Nuremburg
Trials in a Mock Trial
Format
Mock Trial Simulation
with data sheets, civil
procedure and legal
handbook
IMC Resource
Materials
Teacher-made take
home exam essay
questions (4) in
extended format.
Student created
Review Packet
Primary source reading,
analysis and discussion
Guest Speaker:
Holocaust Survivor—
class interaction,
questioning and
discussion
Complete teacher made
worksheets, puzzles and
other reinforcement
resources
Videoconference with
important scholar,
commentator or
politician on the
victory of the West
Create online
discussion forum for
discussion and
reflection on Man’s
Inhumanity to Man in
the modern
industrialized,
secularized
cosmopolitan world
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
World War II

Chapter 34 An Age of
Anxiety, pp. 791-810
Chapter 36 New
Conflagrations: World War
II and the Cold War, Origins
of World War II pp. 835853
The Cold War
Chapter 36 New
Conflagrations: World War
II and the Cold War, Origins
of the Cold War pp. 853861

cloud.
Use of computer
technology for
ongoing access
to resources (
desktops,
laptops,
smartphones,
netbooks)
Use of standard
computer
applications:
Word, Power
Point, Excel,
Frontpage,
Adobe, MS
Moviemaker
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
Summative Assessment(s)
Unit Test
Project Grade
Final Exam Benchmark
Assessment
Triumph of the West
Chapter 38 A World
Without Borders. The End
of the Cold War. Pp. 892896
Secondary Readings:
Ferguson, Niall.
Civilization: The West and
the Rest , New York, NY.
Penguin Press. 2011. Print.
Perry, Peden & Von Laue
Sources of the Western
Tradition 6th ed. New York,
NY. Houghton Mifflin.
2006.Print.
Perry, Pede & Von Laue.
“Chapter 11 World War I
pp.303-341” and “Chapter
13 World War II pp. 396-
60
Topics/Concepts
(Incl. time / # days per topic)
Liberation of
Colonies, the
Triumph of the
West and the
continued
dominance of the
culture of the West
in the global
economy due to the
victory of the
Western Allies in
both World Wars
and to the US
victory over the
Soviet Union in the
Cold War.
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
D.
Turning the
Tide 1943-44
E.
Final Victory
1945
1.Triumph of
Democracy
2.American
Ascendancy
IV. The Cold War
A. Ideological
Competition
1. East v. West
2. Communism v.
Capitalism
3. Democracy v.
Totalitarianism
B. Superpower
Competition
1. Arms Race
2. Science &
Technology
3. Political; Global
Alliances
C. Cold War Conflicts
Contained
1. Korean War
(1950-53)
2. Vietnam War
(1954-75)
D. Triumph of the West
1. Ideology of
individualism and
capitalism triumphs
2.freedom &
liberty for the
individual stronger than
the state!
consumer culture,
demonstrate how it fuels
capitalism and show how it is
manifested in the modern
USA and the new global
economy of the 21st century.
6.
Identify the major
conflicts of the 20th Century
and their outcomes.
7.
Differentiate between
Great Power conflicts (WWI,
WWII) and Limited Wars
(Korea, Vietnam, Gulf War)
and analyze their impact on
the global village.
8.
Analyze recent Wars
of Ideology as challenge to
civilization worldwide.
9.
Identify and describe
the events of the Cold War
and explain the formative
influence on the latter part of
the 20th century.
10. Identify the major
terrorist movements, their
organizations and their
ideologies and define their
challenge to civilized society.
11. Evaluate how well the
War on Terror was worked.
12.Define Tribalism and
provide examples worldwide
(Rwanda,Burundi)
13.Define genocide , ethnic
cleansing and analyze
examples from the Holocaust
to Bosnia
14.Define intolerance and
provide examples worldwide
15.Analyze the Internment of
the Japanese-Americans
during World War II and
Result: the individual
defined and refined by
Western Civilization is
the prime mover of
Revised: Summer 2013
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
447”. Sources of the
Western Tradition 6th ed.
New York, NY. Houghton
Mifflin. 2006.Print.
Tierney, Brian, Kagan,
Donald et al. eds. Great
Issues in Western
Civilization, vol. 2, 3rd
ed.New York, NY. Random
House. 1976.Print
Carey, John. Eyewitness to
History. New York, NY.
Harper Collins. 1997. Print.
Garraty, John A and Gay,
Peter. Columbia University
History of the World. New
York, NY. 1972. Print.
 “Europe Since
World War II”,
Chap 94, pp. 10731082, “The Cold
War” Chap 95, PP.
1082-1092, “Africa
Since 1945” Chap
98 pp. 1107-1117
and “The United
States Since World
War II, Chap 100
pp. 1136-1144 in
The Columbia
History of the
World, ed. by
Garraty & Gay
“Atomic
Diplomacy;
Hiroshima &
Potsdam” by Gar
Alperovitz
61
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
civilization going into
the 21st century!
place in context with
intolerance.
16.Define immigrant and
relate the immigrant
experience in shaping the
face of America.
16. Outline the history of
intolerance and racism in
America and explain the
visceral impact on US
Society
17. Describe the global
issues of the present and
provide solutions
Discuss and interact
successfully with guest
speaker
18. Provide a plan for
successfully prosecuting the
War on Terror and solve the
dilemmas that fuel the
conflict.
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
“The Nuremburg
Trials” by Telford
Taylor
War Without
Mercy; Race and
Power in the
Pacific War. John
W. Dower
(selected chapters)
“Failures and
Difficulties; From
Yesterday to the
Present” Chap 22
pp. 480-506 in A
History of
Civilizations, by
Fernand Braudel
“Nationalism” pp.
124-141 in
Contemporary
Political Ideologies
4th ed. by Lyman
Tower Sargent
Trumbo, Dalton
Johnny Got His
Gun . Bantam.
New York, NY
1939. Print.
Keegan, John. The
Face of Battle.
London,
England; Penguin
Press, 1976. Print
Revised: Summer 2013
62
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
Video:




Band of Brothers.
HBO. (2001)
The Pacific HBO.
(2010)
“Atomic Cafe”
(1974)
Johnny Got His
Gun (1971)
Internet
McGraw-Hill Connect
http://connect.mcgrawhill.com/connectweb/static
_pages/index/index.html
Internet Modern History
Sourcebook (Fordham
University)
http://www.fordham.edu/h
alsall/mod/modsbook.asp
Eyewitness to History
http://www.eyewitnesstohi
story.com/
Historyworld
http://www.historyworld.n
et/
Hyperhistory Online
http://www.hyperhistory.c
om/online_n2/History_n2/
a.html
Revised: Summer 2013
63
Unit Modifications for Special Population Students:
Struggling Learners
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Reassessment (i.e. quizzes, tests) using
requiz, retest and reboot options
Guided notes/practice
Study guides
Tutoring
Jigsaw (Cooperative Learning)
Extra Time for Completion
Revised: Summer 2013
Gifted and Talented Students
(Challenge Activities)
Differentiated Instruction, with
differentiated materials and activities to
instruct and reinforce on common core
content
Student choice assignments (Independent
Study)
Multimedia Project (video, audio, internet)
subsuming curricular content and
technology skills to reinforce with rest of
class
Peer note-taking and annotation
Peer created study guides and review
material
Peer tutoring
Peer engagement in Jigsaw Cooperative
Learning Activities
English Language Learners
Special Education Students
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Mini-lessons (Chunking Content into
discrete content items)
Modified assessments and regular
reassessment as required
Modified assessments
Guided notes/practice geared to curricular
content material
Study guide
Guided notes/practice/reinforcement
Independent Study
Phonics activities (in conjunction with ESL
teacher) and reinforcement
Extended Time to complete Assessments
and Projects
Tutoring
Cooperative Learning activities to reinforce
curricular content
Extended Time on Assessments and
Projects
Study guides
64
UNIT OVERVIEW
Course Title: Honors World History & Cultures: The Modern Era
21st Century Globalism, Cosmopolitanism,
Unit #:
Unit Title: Technology Revolutions
UNIT 8 OVERVIEW
Unit Description and Objectives:
This unit will explore the Modern World of the present, describing and explaining the phenomena of the global economy, the interdependence of
nations, the triumph of Western liberal democratic values, the victory of capitalism as the dominant economic system and engine of economic growth
in the world, the growth of the secular cosmopolitan culture, the cultural conflicts emerging globally and the great power conflicts developing in what
is presently a multi-polar world, where there are major spheres of influence that no single nation or group of nations dominates completely. Taking
stock of the present, this unit will sum up the issues surrounding the evolution of civilization, the achievements of the present and will provide a
window into predicting the future of civilized man into the 21st century and beyond.
Essential Questions and Enduring Understandings:
Essential Questions:
Enduring Understandings/Generalizations
Students will understand that:
1. What is Globalization and the Global Economy?
1. Globalization is the process of cross cultural influence
and diffusion that ties disparate groups of people around
the globe together in an increasingly unitary world
economy.
2. How interdependent are nations today politically and
economically and is it necessary?
2. We live in a multipolar world of multiple spheres of
influence, where the balance of power is maintained by the
world community of nations collectively.
3. What is Cosmopolitanism and where is it found?
3. Cosmopolitan means “of the world” and
Cosmopolitanism is the process by which a generalized de
facto world culture is created and maintained.
4. The cultural values of the West dominate in the present,
with liberal democratic politics, capitalistic free market
economics and an emphasis on individual and human
rights.
4. What is the role of Western Civilization in the new
multipolar, multicultural, cosmopolitan global world of the
21st century?
Revised: Summer 2013
Guiding Questions
1.1 What is the effect of laissez-faire capitalism on the
world?
1.2 Why does capitalism always destroy indigenous
economic systems?
1.3 Why has Western style Capitalism dominated the globe
and how has it shaped the global economy?
2.1 What does balance of power mean with regards to
international politics?
2.2 What does multipolar mean in the context of an axis of
power and influence?
2.3 Why are the economies of the world interdependent
and why can’t we return to the prior mode of existence?
3.1 How is a cosmopolitan society created and why is it
the inevitable result of the global economy?
4.1 Why do Western cultural values and systems, social
and economic, dominate the global economy?
4.2 How influential is the West in general and the US in
particular in the new global economy?
65
4.3 How much influence will the West have in determining
the economic future and cultural direction of the global
community in the 21st century?
Revised: Summer 2013
66
UNIT GRAPHIC ORGANIZER
Sub-Concept/Topics:
Sub-Concept/Topics:
Internationalism
The UN and the World Court
The Rise of China: Power Center in
the East
Sub-Concept/Topics:
Economic Tiger of Asia
The Rise of India: Superpower of
South Asia
Workshop of the World
Largest Democracy in the World
International Law
Economic Powerhouse of S.Asia
Theme: Multi-Polar World with many
Spheres of Influence
Conceptual Lens: A Multi Polar
Multicultural World with a
Cosmopolitan Culture
Sub-Concept/Topics:
Sub-Concept/Topics:
Sub-Concept/Topics:
The Decline of US Power and
Influence
Moving to a Multi-lateral world
Revised: Summer 2013
The Rise of Independence
Movements
The Arab Spring and the Rise of
Democracy in the Middle East
67
CURRICULUM UNIT PLAN
Course Title/Grade:
Honors World History & Cultures: The Modern Era Grade 9
Unit 8. 21st Century Globalism, Cosmopolitanism,
Technology Revolutions
Global World Western Dominated and Cospomolitan
Unit Number/Title:
Conceptual Lens:
Appropriate Time Allocation (# of Days):
Topics/Concepts
(Incl. time / # days per topic)
I. Globalism
A. Global Economy
B. Global Communications
C. Global Travel
1. rise of air travel
2. intercontinental travel
3. open borders
II. Cosmopolitanism
A. Global Culture
1. Western dominated
2. Lassiez Faire
Capitalism
3. Liberal democracy
4. Human Rights and
Popular Sovereignty
5. Extinction of
Indigenous cultures
worldwide
III. The Digital World:
Second Information
Revolution
A. birth of the computer
age
1. UNIVAC
2. Mosaic (DOD)
3. Internet
4. PCP Revolution
5. GUI integration and
application explosion
Critical Content
(Students Will Know:)





Revised: Summer 2013
Economic and
Political
Globalism is
creating a
unitary world
The role of
Capitalism in
driving the
transformative
change
globally
The material
uplift out of
poverty for
working
people
globally
Creation of the
global
consumer
class, the
multinational
corporation
and
international
trade law to
govern the
new global
economy
Digital content
for books,
1 Week (7 Days)
Skill Objectives
(Students Will Be Able To:)
General Skills:
Compare present
and past events to
evaluate the
consequences of
past decisions and to
apply lessons
learned.
 Define terms
globalism and
cosmopolitanism
 Explain what a
multipolar world is
 Describe the United
Nations and explain
how it functions
 Describe and
explain the
horizontal global
economic growth
contained in the
“world is flat”
concept of the
global economy
 Analyze how
change occurs
through time due to
shifting values and
beliefs as well as
technological
advancements and
Primary Core Content Standards referenced With Cumulative Progress Indicators
6.2.12.A.5.e
6.2.12.C.5.c
6.2.12.C.5.d
Instructional/Learning Activities
& Interdisciplinary Connections








Complete virtual UN
field trip.
Analyze the
connectedness of
Global world and create
presentation to illustrate
Link with foreign social
studies class over
internet and exchange
content in virtual field
trip
Research/Discuss/Deba
te issue of global
immigration and
political/economic
ramifications thereof
Draft a petition to send
to the UN demanding
that indigenous cultures
be preserved.
Research, design and
build a simple
computer, explaining
how computers function
(partner with
Technology Dept.)
Teleconference with
another class and
demonstrate digital
connectivity in global
age
6.2.12.C.5.e
6.2.12.C.5.f
6.2.12.C.5.g
Instructional Resources
Teacher Instructional
Resource Texts:
Marzano, Robert. The Art
and Science of Teaching.
ASCD. Alexandria, VA.
2007. Print.
Sulla, Nancy. Students
Taking Charge: Inside the
Learner-Active
Technology Infused
Classroom. Larchmont,
NY. Eye on Education.
2011. Print
Textbook:
Bentley, Jerry H. &
Ziegler, Herbert F.
Traditions and
Encounters: A Global
Perspective on the Past,
5th ed. New York, NY.
McGraw Hill. 2011. Print.
Chapter 38 A World
Without Borders. pp. 891921
Technology & 21st C Skills
Integration (Specify)








Secondary Readings:
Ferguson, Niall.
6.2.12.D.5.c
6.2.12.A.6.a
6.2.12.A.6.b

Use of open
source CMS
Coursesites for
access to all
class materials.
Online
assessments such
as tests and
quizzes.
WebQuests
Internet
Participation in
online discussion
forums, blogs,
wikis and
journals
Online Polling
through
Socrative or
Turnkey
Use of MS
Skydrive to
create,
manipulate and
store files in the
cloud.
Use of computer
technology for
ongoing access
to resources
Use of standard
NJCCCS w/
CPI Reference
6.2.12.A.5.e
6.2.12.C.5.e
6.2.12.D.5.c
6.2.12.A.6.d
6.2.12.C.5.c
6.2.12.C.5.f
6.2.12.A.6.a
6.2.12.C.6.c
6.2.12.C.5.d
6.2.12.C.5.g
6.2.12.A.6.b
6.2.12.D.6.a
6.2.12.A.6.d
6.2.12.C.6.c
6.2.12.D.6.a
Evaluation/ Assessment:
Formative Assessments
 Essays
 Objective Exams,
online and in class
 Class Discussion,
online and in class
 WebQuest
 Research Project
 Regular homework
from textbook and
other sources
 Teacher-made
worksheets
 Teacher-made
puzzles and
cognitive exercises
 Discussion/Debate
 Presentations
 Cooperative
Learning Project
 Anecdotal
Evaluation
Summative Assessment(s)
 Unit Test
 Project Grade
 Final Exam
Benchmark
Assessment
68
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
6. Networked world
IV. A Multipolar World
A. Axises of Power
1. USA
2. China
3. Russia
4. EU
5. India and Nonaligned
V. United Nations
A. rationale
B. organization and
operation
C. relevance in
decentralized, globally
interconnected world


VI. The World is Flat
A. Horizontal economic
growth—flattening of
economic opportunity and
creation of cross cultural
competition in the global
marketplace
B. Interdependency
marks the global economy
and dictates the future
music, film
has
revolutionized
education and
entertainment
The Second
Information
Revolution
(Digital) has
revolutionized
work, the
economy and
the way in
which humans
interact.
The rise of
China, India
and Asia
juxtaposed
with the
relative
decline of the
US has created
decentralized,
multipolar
world
Skill Objectives
(Students Will Be Able To:)





changes in the
political and
economic landscape.
Construct various
forms of geographic
representations to
show the spatial
patterns of physical
and human
phenomena.
Relate current
events to the
physical and human
characteristics of
places and regions.
Distinguish valid
arguments from
false arguments
when interpreting
current and
historical events.
Evaluate sources for
validity and
credibility and to
detect propaganda,
censorship, and bias.
Take a position on a
current public policy
issue and support it
with historical
evidence, reasoning,
and constitutional
analysis in a written
and/or oral format.
Instructional/Learning Activities
& Interdisciplinary Connections








Revised: Summer 2013
Draft a proposal for an
international Balance of
Power Agreement
between the great
powers
Engage in simulation
game that illustrates
how the UN functions.
Analyze the UN
Charter, examine the
mission of the UN and
evaluate it’s
performance from 1945
to the present.
Read selections from
Thomas Friedman’s
book “The World is
Flat” and examine how
the global economy has
created opportunity
around the globe and
altered the way humans
interact politically,
economically and
socially.
Debate the pros and
cons of the Global
Economy
Create a time capsule
representing the present
and predictions for the
future in the 22nd
Century
Watch video
presentation
Civilization, the West
and Rest and complete
worksheet, journal
entry and blog
Current Events-use
newspapers and
periodicals to assess
Instructional Resources
Civilization: The West and
the Rest , New York, NY.
The Penguin Press. 2011.
Print.
Friedman, Thomas. The
World Is Flat 3.0. New
York, NY. Picador Reading
Group. 2007. Print.
Technology & 21st C Skills
Integration (Specify)


NJCCCS w/
CPI Reference
Evaluation/ Assessment:
computer
applications:
Word, Power
Point, Excel,
Frontpage,
Adobe
Use of distance
learning
technology
(virtual field trip)
Kennedy, Paul. The Rise
and Fall of the Great
Powers New York, NY;
Vintage 1987. Print.
Perry, Peden & Von Laue
Sources of the Western
Tradition 6th ed. New York,
NY. 2006. Print.
Perry, Pede & Von
Laue.”The West in an Age
of Globalism”. Sources of
the Western Tradition 6th
ed. New York, NY. 2006.
Print. pp. 479-519.
Garraty, John A and Gay,
Peter. Columbia University
History of the World. New
York, NY. 1972. Print.
Carey, John. Eyewitness to
History. New York, NY.
Harper Collins. 1997. Print
Wiesel, Elie. Night. New
York, NY. Noonday
Press. 1960. Print.
Wiesenthal, Simon. The
Sunflower. New York, NY;
69
Topics/Concepts
(Incl. time / # days per topic)
Critical Content
(Students Will Know:)
Skill Objectives
(Students Will Be Able To:)
Instructional/Learning Activities
& Interdisciplinary Connections



the current state of the
evolution of the global
society and predict
future.
Read Elie Wiesel Night
and discuss issue of
man’s inhumanity to
man
Read Simon Wiesenthal
The Sunflower and
debate issue of
forgiveness and
morality
Complete teacher made
worksheets, puzzles,
reinforcements
Instructional Resources
Technology & 21st C Skills
Integration (Specify)
NJCCCS w/
CPI Reference
Evaluation/ Assessment:
Shocken Books. 1976. Print
Civilization: The West and
the Rest. 6 parts. Niall
Ferguson (PBS) 2012.
Internet
McGraw-Hill Connect
http://connect.mcgrawhill.com/connectweb/static
_pages/index/index.html
Internet Modern History
Sourcebook (Fordham
University)
http://www.fordham.edu/h
alsall/mod/modsbook.asp
http://www.eyewitnesstohi
story.com/
Historyworld
http://www.historyworld.n
et/
Hyperhistory Online
http://www.hyperhistory.c
om/online_n2/History_n2/
a.html
Revised: Summer 2013
70
Unit Modifications for Special Population Students:
Struggling Learners
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Reassessment (i.e. quizzes, tests) using
requiz, retest and reboot options
Guided notes/practice
Study guides
Tutoring
Jigsaw (Cooperative Learning)
Extra Time for Completion
Revised: Summer 2013
Gifted and Talented Students
(Challenge Activities)
Differentiated Instruction, with
differentiated materials and activities to
instruct and reinforce on common core
content
Student choice assignments (Independent
Study)
Multimedia Project (video, audio, internet)
subsuming curricular content and
technology skills to reinforce with rest of
class
Peer note-taking and annotation
Peer created study guides and review
material
Peer tutoring
Peer engagement in Jigsaw Cooperative
Learning Activities
Student Teaching Peer Cohort
English Language Learners
Special Education Students
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Differentiated Instruction (i.e. balance
student learning abilities in student teams)
Mini-lessons (Chunking Content)
Mini-lessons (Chunking Content into
discrete content items)
Modified assessments and regular
reassessment as required
Modified assessments
Guided notes/practice geared to curricular
content material
Study guide
Guided notes/practice/reinforcement
Independent Study
Phonics activities (in conjunction with ESL
teacher) and reinforcement
Extended Time to complete Assessments
and Projects
Tutoring
Cooperative Learning activities to reinforce
curricular content
Extended Time on Assessments and
Projects
Study guides
71
CROSS-CONTENT STANDARDS ANALYSIS
Course Title:
Unit Title:
Visual and
Performing Arts
Comp. Health &
Physical Ed.
Unit I. Origins of the
Modern World
1.3.2.C.1
1.3.2.C.2
1.3.5.C.2
1.3.12.C.1
2.2.6.B.3
2.2.8.B.1
2,2,,12,C,2
Unit II. First Global Age
of Encounters
1.3.2.C.1
1.3.2.C.2
1.3.5.C.2
1.3.12.C.1
2.2.6.B.3
2.2.8.B.1
2,2,,12,C,2
Revised: Summer 2013
Honors World History & Cultures: The Modern Era
English Language
Arts (ELA)
Common Core
W.9-10.1
W. 9-10.2
W. 9-10.4
W. 9-10.5
W. 9-10.6
W. 9-10.7
W. 9-10.8
W. 9-10.9
W. 9-10.10
RH.9-10.1
RH. 9-10.2
RH. 9-10.3
RH. 9-10-4
RH. 9-10-5
RH. 9-10-6
RH. 9-10-8
RH. 9-10-9
RH. 9-10-10
W.9-10.1
W. 9-10.2
W. 9-10.4
W. 9-10.5
W. 9-10.6
W. 9-10.7
W. 9-10.8
W. 9-10.9
W. 9-10.10
RH.9-10.1
RH. 9-10.2
RH. 9-10.3
RH. 9-10-4
RH. 9-10-5
RH. 9-10-6
RH. 9-10-8
RH. 9-10-9
RH. 9-10-10
Mathematics
Common Core
Science
Grade:
Social Studies
9
World Languages
Technology
21st Century Life
and Careers
(Includes Financial
Literacy 9.2)
4.1.8.C
4.4.8.A
4.5.A
4.5.D
44.1.8.C
4.4.8.A
4.5.A
4.5.D
4.5.F
5.1.4.B.4
5.1.12.C.3
5,1,8,D,1
5.1.12.D.1
N/A
7.1.NM.A.3
7.1.NM.A.4
8.1.8.A.1
8.1.8.A.2
8.1.8.A.3
8.1.8.A.4
8.1.8.A.5
8.1.8.B.1
8.1.8.C.1
8.1.8.D.1
8.1.8.E.1
8.1.8.F.1
9.1.8.A.1
9.1.8.A.2
9.1.8.A.3
9.1.8.A.4
9.1.12.A.2
9.1.12.A.4
9.1.8.B.2
9.1.8.C.2.
9.1.8.D.2
9.1.8.D.4
9.1.8.D.5
9.1.8.E.1
9.1.8.E.4
9.1.8.E.5
4.1.8.C
4.4.8.A
4.5.A
4.5.D
44.1.8.C
4.4.8.A
4.5.A
4.5.D
4.5.F
5.1.4.B.4
5.1.12.C.3
5,1,8,D,1
5.1.12.D.1
N/A
7.1.NM.A.3
7.1.NM.A.4
8.1.8.A.1
8.1.8.A.2
8.1.8.A.3
8.1.8.A.4
8.1.8.A.5
8.1.8.B.1
8.1.8.C.1
8.1.8.D.1
8.1.8.E.1
8.1.8.F.1
9.1.8.A.1
9.1.8.A.2
9.1.8.A.3
9.1.8.A.4
9.1.12.A.2
9.1.12.A.4
9.1.8.B.2
9.1.8.C.2.
9.1.8.D.2
9.1.8.D.4
9.1.8.D.5
9.1.8.E.1
9.1.8.E.4
9.1.8.E.5
72
Unit III. Intellectualism
of the West
1.3.2.C.1
1.3.2.C.2
1.3.5.C.2
1.3.12.C.1
2.2.6.B.3
2.2.8.B.1
2,2,,12,C,2
Unit IV. Absolutism
1.3.2.C.1
1.3.2.C.2
1.3.5.C.2
1.3.12.C.1
2.2.6.B.3
2.2.8.B.1
2,2,,12,C,2
Unit V. Age of
Revolutions
1.3.2.C.1
1.3.2.C.2
1.3.5.C.2
1.3.12.C.1
2.2.6.B.3
2.2.8.B.1
2,2,,12,C,2
Revised: Summer 2013
W.9-10.1
W. 9-10.2
W. 9-10.4
W. 9-10.5
W. 9-10.6
W. 9-10.7
W. 9-10.8
W. 9-10.9
W. 9-10.10
RH.9-10.1
RH. 9-10.2
RH. 9-10.3
RH. 9-10-4
RH. 9-10-5
RH. 9-10-6
RH. 9-10-8
RH. 9-10-9
RH. 9-10-10
W.9-10.1
W. 9-10.2
W. 9-10.4
W. 9-10.5
W. 9-10.6
W. 9-10.7
W. 9-10.8
W. 9-10.9
W. 9-10.10
RH.9-10.1
RH. 9-10.2
RH. 9-10.3
RH. 9-10-4
RH. 9-10-5
RH. 9-10-6
RH. 9-10-8
RH. 9-10-9 H. 9-10-10
W.9-10.1
W. 9-10.2
W. 9-10.4
W. 9-10.5
W. 9-10.6
W. 9-10.7
W. 9-10.8
W. 9-10.9
W. 9-10.10
RH.9-10.1
RH. 9-10.2
RH. 9-10.3
RH. 9-10-4
RH. 9-10-5
RH. 9-10-6
RH. 9-10-8
RH. 9-10-9 H.
4.1.8.C
4.4.8.A
4.5.A
4.5.D
44.1.8.C
4.4.8.A
4.5.A
4.5.D
4.5.F
5.1.4.B.4
5.1.12.C.3
5,1,8,D,1
5.1.12.D.1
N/A
7.1.NM.A.3
7.1.NM.A.4
8.1.8.A.1
8.1.8.A.2
8.1.8.A.3
8.1.8.A.4
8.1.8.A.5
8.1.8.B.1
8.1.8.C.1
8.1.8.D.1
8.1.8.E.1
8.1.8.F.1
9.1.8.A.1
9.1.8.A.2
9.1.8.A.3
9.1.8.A.4
9.1.12.A.2
9.1.12.A.4
9.1.8.B.2
9.1.8.C.2.
9.1.8.D.2
9.1.8.D.4
9.1.8.D.5
9.1.8.E.1
9.1.8.E.4
9.1.8.E.5
4.1.8.C
4.4.8.A
4.5.A
4.5.D
44.1.8.C
4.4.8.A
4.5.A
4.5.D
4.5.F
5.1.4.B.4
5.1.12.C.3
5,1,8,D,1
5.1.12.D.1
N/A
7.1.NM.A.3
7.1.NM.A.4
8.1.8.A.1
8.1.8.A.2
8.1.8.A.3
8.1.8.A.4
8.1.8.A.5
8.1.8.B.1
8.1.8.C.1
8.1.8.D.1
8.1.8.E.1
8.1.8.F.1
9.1.8.A.1
9.1.8.A.2
9.1.8.A.3
9.1.8.A.4
9.1.12.A.2
9.1.12.A.4
9.1.8.B.2
9.1.8.C.2.
9.1.8.D.2
9.1.8.D.4
9.1.8.D.5
9.1.8.E.1
9.1.8.E.4
9.1.8.E.5
4.1.8.C
4.4.8.A
4.5.A
4.5.D
44.1.8.C
4.4.8.A
4.5.A
4.5.D
4.5.F
5.1.4.B.4
5.1.12.C.3
5,1,8,D,1
5.1.12.D.1
N/A
7.1.NM.A.3
7.1.NM.A.4
8.1.8.A.1
8.1.8.A.2
8.1.8.A.3
8.1.8.A.4
8.1.8.A.5
8.1.8.B.1
8.1.8.C.1
8.1.8.D.1
8.1.8.E.1
8.1.8.F.1
9.1.8.A.1
9.1.8.A.2
9.1.8.A.3
9.1.8.A.4
9.1.12.A.2
9.1.12.A.4
9.1.8.B.2
9.1.8.C.2.
9.1.8.D.2
9.1.8.D.4
9.1.8.D.5
9.1.8.E.1
9.1.8.E.4
9.1.8.E.5
73
RH 9-10-10
Unit VI. Clash of
Civilizations
1.3.2.C.1
1.3.2.C.2
1.3.5.C.2
1.3.12.C.1
2.2.6.B.3
2.2.8.B.1
2,2,,12,C,2
Unit VII. 20th Century
& the Era of Global
Conflicts
1.3.2.C.1
1.3.2.C.2
1.3.5.C.2
1.3.12.C.1
2.2.6.B.3
2.2.8.B.1
2,2,,12,C,2
Unit VIII. 21st Century
Era of Globalism,
Cosmopolitanism and
Technology Revolutions
1.3.2.C.1
1.3.2.C.2
1.3.5.C.2
1.3.12.C.1
2.2.6.B.3
2.2.8.B.1
2,2,,12,C,2
Revised: Summer 2013
W.9-10.1
W. 9-10.2
W. 9-10.4
W. 9-10.5
W. 9-10.6
W. 9-10.7
W. 9-10.8
W. 9-10.9
W. 9-10.10
RH.9-10.1
RH. 9-10.2
RH. 9-10.3
RH. 9-10-4
RH. 9-10-5
RH. 9-10-6
RH. 9-10-8
RH. 9-10-9 H.
RH 9-10-10
W.9-10.1
W. 9-10.2
W. 9-10.4
W. 9-10.5
W. 9-10.6
W. 9-10.7
W. 9-10.8
W. 9-10.9
W. 9-10.10
RH.9-10.1
RH. 9-10.2
RH. 9-10.3
RH. 9-10-4
RH. 9-10-5
RH. 9-10-6
RH. 9-10-8
RH. 9-10-9 H. RH 9-10-10
W.9-10.1
W. 9-10.2
W. 9-10.4
W. 9-10.5
W. 9-10.6
W. 9-10.7
W. 9-10.8
W. 9-10.9
W. 9-10.10
RH.9-10.1
RH. 9-10.2
RH. 9-10.3
RH. 9-10-4
4.1.8.C
4.4.8.A
4.5.A
4.5.D
44.1.8.C
4.4.8.A
4.5.A
4.5.D
4.5.F
5.1.4.B.4
5.1.12.C.3
5,1,8,D,1
5.1.12.D.1
N/A
7.1.NM.A.3
7.1.NM.A.4
8.1.8.A.1
8.1.8.A.2
8.1.8.A.3
8.1.8.A.4
8.1.8.A.5
8.1.8.B.1
8.1.8.C.1
8.1.8.D.1
8.1.8.E.1
8.1.8.F.1
9.1.8.A.1
9.1.8.A.2
9.1.8.A.3
9.1.8.A.4
9.1.12.A.2
9.1.12.A.4
9.1.8.B.2
9.1.8.C.2.
9.1.8.D.2
9.1.8.D.4
9.1.8.D.5
9.1.8.E.1
9.1.8.E.4
9.1.8.E.5
4.1.8.C
4.4.8.A
4.5.A
4.5.D
44.1.8.C
4.4.8.A
4.5.A
4.5.D
4.5.F
5.1.4.B.4
5.1.12.C.3
5,1,8,D,1
5.1.12.D.1
N/A
7.1.NM.A.3
7.1.NM.A.4
8.1.8.A.1
8.1.8.A.2
8.1.8.A.3
8.1.8.A.4
8.1.8.A.5
8.1.8.B.1
8.1.8.C.1
8.1.8.D.1
8.1.8.E.1
8.1.8.F.1
9.1.8.A.1
9.1.8.A.2
9.1.8.A.3
9.1.8.A.4
9.1.12.A.2
9.1.12.A.4
9.1.8.B.2
9.1.8.C.2.
9.1.8.D.2
9.1.8.D.4
9.1.8.D.5
9.1.8.E.1
9.1.8.E.4
9.1.8.E.5
4.1.8.C
4.4.8.A
4.5.A
4.5.D
44.1.8.C
4.4.8.A
4.5.A
4.5.D
4.5.F
5.1.4.B.4
5.1.12.C.3
5,1,8,D,1
5.1.12.D.1
N/A
7.1.NM.A.3
7.1.NM.A.4
8.1.8.A.1
8.1.8.A.2
8.1.8.A.3
8.1.8.A.4
8.1.8.A.5
8.1.8.B.1
8.1.8.C.1
8.1.8.D.1
8.1.8.E.1
8.1.8.F.1
9.1.8.A.1
9.1.8.A.2
9.1.8.A.3
9.1.8.A.4
9.1.12.A.2
9.1.12.A.4
9.1.8.B.2
9.1.8.C.2.
9.1.8.D.2
9.1.8.D.4
9.1.8.D.5
9.1.8.E.1
9.1.8.E.4
74
RH. 9-10-5
RH. 9-10-6
RH. 9-10-8
RH. 9-10-9 H.
RH 9-10-10
Revised: Summer 2013
9.1.8.E.5
75
Washington Township Public Schools
Department of Student Personnel Services
CURRICULUM MODIFICATION
The regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.
Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs available in
the district.
The intent is three-fold:

To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;

To parallel the regular curriculum in skill, content sequence and coverage to prepare students for mainstreaming;

To maximize students' potential for movement to less restrictive environments.
In the event there is a conflict between the prescribed curriculum and the IEP for an individual student, the IEP will take precedence and will constitute the individually
prescribed proficiencies for the student.
Revised: Summer 2013
76
Honors World History Course of Study 2013
Secondary Resource Bibliography for in-class use and independent study
Print
Alperovitz, Gar. Atomic Diplomacy. New York,
NY; Penguin 1965.Print.
Barker, Sir Earnest. Social Contract; Essays by
Locke, Hume & Rousseau. New York, NY;
Oxford University Press. 1947. Print.
Bentley, Jerry H. & Ziegler, Herbert F. Traditions and Encounters:
A Global Perspective on the Past, 5th
ed. NY, NY. McGraw Hill. 2011. Print.
Boorstin, Daniel J. The Discoverers; A History of
Man’s Search to Know His World and Himself
New York, NY; Random House.1983. Print
Braudel, Fernand. A History of Civilizations.
London, England; Penguin Books, 1993 (1962). Print
Bronowski & Mazlish ed. The Western Intellectual
Tradition. New York, NY.Harper & Row. 1960. Print.
Carey, John, ed. Eyewitness to History. New York,
NY. Avon Books. 1987. Print.
Chandler, Alfred D. The Visible Hand; The
Managerial Revolution in Business. Cambridge,
MA. Harvard Univ Press. 1977. Print.
Darwin, Charles. On The Origin of Species New York,
NY. Penguin Books 1958 (1859). Print.
Revised: Summer 2013
77
Dower, John W. War Without Mercy; Race and
Power in the Pacific War. New York, NY;
Pantheon Books, 1986. Print.
Ferguson, Niall. Civilization: The West and the Rest ,
New York, NY. Penguin Press. 2011. Print.
Garraty, John & Gay, Peter. The Columbia
History of the World .New York, NY; Harper &
Row. 1972. Print.
Gibbon, Edward. The Decline and Fall of the
Roman Empire. London, England; Penguin
Press, 1980 . Print.
Harris, Marvin. Cannibals & Kings: The Origins of
Cultures New York, NY; Vintage Books 1977. Print.
Houn, Franklin W. A Short History of Chinese
Communism. Englewood Cliffs, NJ; Prentice
Hall, 1967. Print.
Kaplan, Abraham ed. The New World of
Philosophy. New York, NY; Vintage Press, 1961. Print.
Keegan, John. The Face of Battle. London,
England; Penguin Press, 1976. Print.
Kennedy, Paul. The Rise and Fall of the Great
Powers New York, NY. Vintage 1987. Print.
Mancall, Peter C. Travel Narratives from the Age of Discovery.
New York, NY. Oxford University Press. 2006. Print.
Marx, Karl & Engels, Frederich. The Communist Manifesto. Print.
Nietzche, Friedrich. The Use and Abuse of History.
Indianapolis, IN. The Bobs-Merrill Co. 1963. Print
Perry, Peden, Von Laue. Sources of the Western
Tradition. vols 1&2, 6th ed. Boston, MA; Houghton
Mifflin Company, 2006. Print
Revised: Summer 2013
78
Rubenstein, Richard L. After Auschwitz. New
York, NY; The Bobs-Merrill Co. 1966. Print
Sargent, Lyman Tower. Contemporary Political
Ideologies, 4th ed. Homewood, IL; Dorsey
Press, 1978. Print.
Schlereth, Thomas J. ed. Material Culture; A
Research Guide. University Press of Kansas;
Lawrence, Kansas.1985. Print.
Sulla, Nancy. Students Taking Charge: Inside the Learner-Active Technology Infused Classroom.
Larchmont, NY. Eye on Education. 2011. Print
Tierney, Kagan & Williams, ed. Great Issues in
Western Civilization vol 1 & 2
New York, NY; Random
House, 1976. Print.
Toynbee, Arnold J. A Study of History, vol 1 & 2.
New York, NY. Dell Publishing Co. 1965. Print.
Trumbo, Dalton. Johnny Got His Gun.
New York, NY.Bantam Books, 1939. Print.
Tzu, Sun. (Griffith, Samuel B. ed.) The Art of War.
New York, NY; Oxford Univ. Press. 1963. Print.
Wiesel, Elie. Night. New York, NY; Noonday
Press. 1960. Print.
Wiesenthal, Simon. The Sunflower. New York,
NY; Shocken Books. 1976. Print.
Video
The History of the World in Two Hours. History Channel. 2012. DVD.
The Medici. Lion Television (PBS). 2003. DVD
Luther. Dir. Eric Till. Perf. Joseph Fiennes, Colin Firth, Allfred Molina, Sir Peter Ustinov.MGM. 2003. DVD
Revised: Summer 2013
79
Age of Discovery: Spanish and Portuguese Explorations. Phoenix Learning Group. 1970. DVD
Christopher Columbus: Explorer of the New World. A & E Biography. 1995. DVD
The New World. Dir. Terrence Malick. Perf. Christopher Plummer, Colin Farrell, Christian Bale, Q’Orianka Kilcher. New Line Cinema, 2005. DVD
Revolution. Dir. Hugh Hudson. Al Pacino. Warner Bros. 1985. DVD
The French Revolution. The History Channel. 2005. DVD
Napoleon Bonaparte. The Biography Channel. 1989. DVD
Mill Times. Dir. David Macaulay. 2002. DVD.
Dr Zhivago.dir. David Lean. Perf. Omar Sharif. MGM. 1965
A Passage to India.dir. David Lean. Perf. Judy Davis. Columbia. 1984
Lenin. The Biography Channel. Peter Graves. 1989
Russian Revolution in Color. Shanachie Entertainment Corp. 2007. DVD.
Band of Brothers. Miniseries. HBO. 2001
The Pacific HBO. Miniseries. HBO. 2010
Atomic Café. DirLoader & Rafferty . The Archives Project. 1982
Civilization: The West and the Rest. 6 parts. Niall Ferguson (PBS) 2012.
Internet
Internet Ancient History Sourcebook (Fordham University)
http://www.fordham.edu/halsall/ancient/asbook.asp
Internet Modern History Sourcebook (Fordham University)
http://www.fordham.edu/halsall/mod/modsbook.asp
Eyewitness to History
http://www.eyewitnesstohistory.com
James Madison University Libraries History Internet Resources
http://www.lib.jmu.edu/history/internet.aspx
General History Resources: The Best of History Websites
http://www.besthistorysites.net/index.php/general-resources
Using Primary Sources on the Web
http://www.ala.org/rusa/sections/history/resources/pubs/usingprimarysources
Using the Internet for Historical Research and Writing
http://www.austincc.edu/history/inres00title.html
IMC MLA Online Style Guide
http://wtps.org/wths/imc/mla_style/index.htm
Revised: Summer 2013
80