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Alexander County Schools 2012-2013
Unit: Ancient Civilizations
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: WH.1 Apply the four interconnected dimensions of historical thinking to the Essential Standards for World History in order to understand the creation and development of societies/civilizations/nations over time. WH.2 Analyze ancient civilizations and in terms of their development growth and lasting impact.
Transfer: Students will be able to independently use their learning to…
Create a new civilization using the 5 principles of civilization
Appraise which civilization of the ancient era was more advanced.
Compare similarities of the ancient civilizations
Meaning
Understandings: Students will understand that…
geographical and environmental features contributed to the development of civilizations and cultures
government and civic institutions determined the type of civilization
Essential Question(s):
How does government develop in an ancient civilization?
How does trade increase cultural diffusion?
How is geography related to the development to ancient civilizations?
Acquisition
Students will know:
1. How Mesopotamia, Egypt and Persia developed. 2. How culture was transferred through cultural diffusion 3. How religion developed and influenced civilization
Students will be skilled at:
Analytical skills Compare and contrast exercises Determining cause and effect
Essential Vocabulary:
Artifact, culture, technology, domestication, civilization, scribe, cuneiform, ziggurat, Fertile Crescent, Mesopotamia, city-state, dynasty, cultural diffusion, polytheism, delta, pharaoh, theocracy, pyramid, hieroglyphics, papyrus, monsoons, migration, Anatolia, caste system, Minoans, Knossos, Phoenicians, monotheism, Hyksos, Thutmose III, Ramses II, Assyria, Sennacherib, Nebuchadnezzar, Darius
IT Standards: IT Strategies:
Unit Title: Ancient Civilizations Grade: 9th
Subject: World History
STAGE 2
Understandings:
geographical and environmental features contributed to the development of civilizations and cultures
government and civic institutions determined the type of civilization
Essential Questions:
How does government develop in an ancient civilization? How does trade increase cultural diffusion? How is geography related to the development to ancient civilizations?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Daily Quizzes Discussion Tickets out door Observations Virtual History Project
Summative Assessment
Travel Brochure on assigned Ancient Civilization “Create a Civilization” Poster comparing the 5 major ancient civilizations
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
PowerPoint presentations Guided readings Textbooks Internet ActivBoards Videos
Strategies:
Alexander County Schools 2012-2013
Unit: Middle Ages
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: WH.H.1 – Apply the four interconnected dimensions of historical thinking to the World History Essential Standards in order to understand the creation of societies around the world. WH.H.3 – Understand how conflict and innovation influenced political, religious, economic and social changes in medieval civilizations.
Transfer: Students will be able to independently use their learning to…
Analyze the Feudal structure
Define the relationship between church and state
Examine the Crusades as a catalyst for global change
Meaning
Understandings: Students will understand that…
The close relationship between church and state.
The Crusades represented a change in global interaction
That feudalism developed as a survival mechanism
Essential Question(s):
What is the influence of religion on society?
How does trade effect local economies?
How do essential documents influence the creation of governments?
Acquisition
Students will know:
The degree to which the Catholic Church influenced governments.
The impact the Crusades had on the relationship between Muslims and Christians
The makeup of the feudal hierarchy and its impact on society.
Students will be skilled at:
analytical skills
compare and contrast
cause and effect
Essential Vocabulary:
Excommunication, sacraments, interdiction, knights, fief, lord, vassal, manor, serf, pope, bishop, feudalism, Saladin, Richard the Lionhearted, Fredrick Barbarossa, Children’s Crusade
IT Standards: IT Strategies:
Unit Title: Middle Ages Grade: 9th
Subject: World History
STAGE 2
Understandings:
The close relationship between church and state. The Crusades represented a change in global interaction That feudalism developed as a survival mechanism
Essential Questions:
What is the influence of religion on society? How does trade effect local economies? How do essential documents influence the creation of governments?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Discussion
Daily Quizzes
Tickets out door
Observations
Summative Assessment
World Trade Project Manor system diorama with elements of system defined on back Internet scavenger hunt
Byzantine Power Point project
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
PowerPoint presentations
Guided readings
Textbooks
Internet
ActivBoards
Strategies:
Alexander County Schools 2012-2013
Unit: Renaissance and Reformation
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: WH.H.1 Apply the four interconnected dimensions of historical thinking to the World History Essential Standards in Order to understand the history of the World over time WH.H.4 Explain how interest in classical learning and religious reform contributed to increased global interaction (Renaissance, Protestant Reformation, Catholic Reformation, Printing Revolution, etc.)
Transfer: Students will be able to independently use their learning to…
Trace the development of the Renaissance and Reformation from their beginnings to their penultimate results of a more secular world with more religious freedom. Recognize the development of the printing press in relation to the development of literacy.
Meaning
Understandings: Students will understand that…
Printing increased literacy and spread ideas The Reformation led to religious reform That the Renaissance led to more secular thinking That the Glorious Revolution contributed to limits on the British monarchy
Essential Question(s):
How did the Printing Press Change Society? How does the Reformation lead to intellectual and religious freedom?
Acquisition
Students will know:
How and why increased availability of print material increased literacy and resulted in the spread of ideas that both supported and challenged authority. How and why the Reformation led to religious reforms Why the Glorious Revolution and the creation of the English Bill of Rights were important contributors to eventual limits on the British monarchy.
Students will be skilled at:
Analyzing technological change Comparing and contrasting pre- and post-Reformation Europe Tracing causes of the Renaissance and Reformation to their ultimate effects. Identifying important figures of the time era.
Essential Vocabulary:
Printing Press, Martin Luther, Leonardo da Vinci, Protestant Reformation, predestination, Calvinism, Counter-Reformation, Gutenberg, Petrarch, humanism, secular, perspective, bubonic plague
IT Standards: IT Strategies:
Unit Title: Renaissance and Reformation Grade: Subject: World History
STAGE 2
Understandings:
Printing increased literacy and spread ideas The Reformation led to religious reform That the Renaissance led to more secular thinking That the Glorious Revolution contributed to limits on the British monarchy
Essential Questions:
How did the Printing Press Change Society? How does the Reformation lead to intellectual and religious freedom?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Daily Quizzes Discussion Tickets outdoor Observations Practice questions
Timelines
Summative Assessment
“Luther” Movie Paper Multiple Choice Tests
Impossible Idea Project
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
PowerPoint presentations Guided readings Textbooks Internet ActivBoards “Luther” Video
Strategies:
Alexander County Schools 2012-2013
Unit: Exploration and Colonization
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: Explain how and why the motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations (e.g., religious, and political motives, adventure, economic investment, Columbian exchange, commercial revolution, conquistador destruction of Aztec and Incan civilizations, Triangular Trade, Middle Passage, trading outposts, plantation colonies, rise of capitalism, etc.)
Transfer: Students will be able to independently use their learning to…
Analyze the effects of exploration on trade and cultural diffusion. Compare and contrast the motivations of exploring nations. Illustrate the impact of exploration upon Native American peoples.
Meaning
Understandings: Students will understand that…
Desire for markets and resources are catalysts for increased global interaction. Explorers reflecting different cultures increase cultural diffusion and imprint their identities on the cultures they meet. New business practices were developed such as capitalism
Essential Question(s):
How does the desire for markets and resources cause global interaction? What impact did explorers have on other cultures? How do new business practices increase capital and increase global interaction?
Acquisition
Students will know:
The motivations for exploration and conquest. That trade and interaction create cultural diffusion That increased economic activity required changes to business practices and created modern capitalism.
Students will be skilled at:
Analyzing Comparing and contrasting Relating cause to effect
Essential Vocabulary:
Christopher Columbus, Columbian Exchange, conquistadors, capitalism, banking, Commercial Revolution, Incas, Aztecs, mercantilism, joint-stock company, Cortes, mestizo, Pilgrims, Jamestown, Triangular Trade, balance of trade, bureaucrat
IT Standards: IT Strategies:
Unit Title: Exploration and Colonization Grade: 9th
Subject: World History
STAGE 2
Understandings:
Desire for markets and resources are catalysts for increased global interaction. Explorers reflecting different cultures increase cultural diffusion and imprint their identities on the cultures they meet. New business practices were developed such as capitalism
Essential Questions:
How does the desire for markets and resources cause global interaction? What impact did explorers have on other cultures? How do new business practices increase capital and increase global interaction?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Daily Quizzes Discussion Tickets outdoor Observations Practice questions Timelines
Summative Assessment
Mapping Exercise: Colonization Map Natural Resources Map Explorer Research Paper Internet Explorers Scavenger Hunt
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
PowerPoint presentations
Guided readings
Textbooks
Internet
ActivBoards
Strategies:
Alexander County Schools 2012-2013
Unit: Revolutions
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: WH.H.6: Understand the Age of Revolution and Rebellions
Transfer: Students will be able to independently use their learning to… Compare and contrast the American and French Revolutions.
Define the ideas of the Enlightenment.
Trace the development of the Scientific Revolution.
Meaning
Understandings: Students will understand that…
New ideas and theories of the universe altered political thought and affected economic and social conditions. Physical geography, natural resources, and new agricultural practices helped create industrialism.
Essential Question(s):
What theories led to the American and French Revolutions? What ideas based on early science led to changes in government and industry?
Acquisition
Students will know:
That a transition in thinking based on the Scientific Revolution led to changes in government and societal norms. That same transition in thinking based on the Scientific Revolution led to changes in industry and agriculture.
Students will be skilled at:
Analytical skills Compare and contrast Cause and effect
Essential Vocabulary:
Adam Smith, laissez faire, industrialization, unions, Marxism, rationalism, secularism, humanism, natural rights, middle class, urbanization, natural resources, agricultural revolution, Enlightenment, John Locke, Jean-Jacques Rousseau, Montesquieu, Hobbes, Voltaire, Thomas Jefferson, natural rights
IT Standards: IT Strategies:
Unit Title: Revolutions Grade: 9th
Subject: World History
STAGE 2
Understandings:
New ideas and theories of the universe altered political thought and affected economic and social conditions. Physical geography, natural
resources, and new agricultural
practices helped create
industrialism.
Essential Questions:
What theories led to the American and French Revolutions? What ideas based on early science led to changes in government and industry?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Daily Quizzes
Discussion
Tickets outdoor
Observations
Practice questions
Timelines
Summative Assessment
Oral Presentation on : - French Revolution - American Revolution - Industrial Revolution 3d Project: Industrial Revolution: - Research and re-create
an industrial revolution invention
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
PowerPoint presentations
Guided readings
Textbooks
Internet
ActivBoards
Strategies:
Alexander County Schools 2012-2013
Unit: Great Wars Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: WH.H.7: Understand how national, regional, and ethnic interests have contributed to conflict among groups and nations in the modern era.
Transfer: Students will be able to independently use their learning to…
Recognize causes of conflicts between nations. Evaluate the outcomes of large wars. Distinguish between rival alliance systems.
Meaning
Understandings: Students will understand that…
Ethnic, economic, and political rivalries led to wars in the early and mid-20th
century Alliances were created among rival nations as a result of competition The outcomes of the Great Wars led to profound changes in the state of the world.
Essential Question(s):
What are the causes of the World Wars? What are the outcomes of the World Wars? How did the societies adjust and cope with the concept of total war?
Acquisition
Students will know:
The causes of the First and Second World Wars The prevailing alliance systems created by nations in the 19th and 20th
centuries. The role of nationalism, imperialism, and economic conflicts in creating wars
Students will be skilled at:
Analytical skills Compare and Contrasting Relating cause to effect
Essential Vocabulary:
Nationalism, imperialism, militarism, industrialization, balance of power, colonization, Marxism, socialism, communism, Triple Alliance, Triple Entente, Central Powers, Western Front, trench warfare, total war, rationing, propaganda, existentialism, jazz, Mussolini, Hitler, fascism, Nazism, surrealism, Axis powers, appeasement, isolationism, Third Reich, atom bomb, blitzkrieg, Winston Churchill, Pearl Harbor, Dunkirk, Holocaust, genocide, D-Day, Battle of the Bulge, Kamikaze, Nuremberg, concentration camp
IT Standards: IT Strategies:
Unit Title: Great Wars Grade: 9th
Subject: World History
STAGE 2
Understandings:
Essential Questions:
What are the causes of the World Wars? What are the outcomes of the World Wars? How did the societies adjust and cope with the concept of total war?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Daily Quizzes
Discussion
Tickets outdoor
Observations
Practice questions
Timelines
Summative Assessment
Facebook Project- Select 1 person from WWI or WWII and create a FB page Poster Project:- Timeline of the 1st World War, or 2nd.
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
PowerPoint presentations
Guided readings
Textbooks
Internet
ActivBoards
Videos
Strategies:
Alexander County Schools 2012-2013
Unit: 20th Century Change
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: WH.H.8: Analyze global interdependence and shifts in power in terms of political, economic, social, and environmental changes and conflicts since the last half of the twentieth century.
Transfer: Students will be able to independently use their learning to…
Compare and contrast the advantages of different technologies Compare and contrast the political and economic systems of the Soviet Union and the US and their satellites. Recognize the causes and analyze the effects of technological development in the post-war era.
Meaning
Understandings: Students will understand that…
How World War II and the Cold War were shifts in global power structures.
The balance of power between the US and the Soviet Union and the bipolar world.
Shifts have taken place in urbanization, technology, the environment, and global power constantly in the post-war era.
Essential Question(s):
What is modernity?
How did competition between the Soviet Union and the US lead to advances in technology?
How did the Cold War affect nation-states and groups outside of the ones directly involved?
How has the rise of terrorism affected modern institutions?
Acquisition
Students will know:
The causes and crises of the Cold War.
The division of the world between communism and democracy until 1991.
The effects of technological advancement and their impact on the environment.
Students will be skilled at:
Analytical skills Comparing and Contrasting Illustrating cause and effect
Essential Vocabulary:
Globalization, terrorism, AIDS, human rights, pollution, climate change, United Nations, NATO, Warsaw Pact, Space Race, Korean War, Vietnam War, Cuban Missile Crisis, 9-11, Al-Quaeda, Third World, Fidel Castro, EPA, environmentalism, SALT, Ronald Reagan, Berlin Wall, John F. Kennedy, Bin Ladin, Muslim League, Indira Ghandi, Nelson Mandela, Six-Day War, Internet, social networking, genome project,
IT Standards: IT Strategies:
Unit Title: 20th
Century Change Grade: 9th
Subject: World History
STAGE 2
Understandings:
How World War II and the Cold War were shifts in global power structures. The balance of power between the US and the Soviet Union and the bipolar world. Shifts have taken place in urbanization, technology, the environment, and global power constantly in the postwar era.
Essential Questions:
What is modernity? How did competition between the Soviet Union and the US lead to advances in technology? How did the Cold War affect nation-states and groups outside of the ones directly involved? How has the rise of terrorism affected modern institutions?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Daily Quizzes
Discussion
Tickets outdoor
Observations
Practice questions
Timelines
Summative Assessment
Biographies of the Millennium Project -Choose 2 people to do research and a presentation Map Exercise: - World as Today: name every country in the world on a map Current Events Project: - Research a Current World Event in the past 2 weeks, give a presentation My Life Paper: - Top 10 events during the student’s lifetime that they remember.
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
PowerPoint presentations
Guided readings
Textbooks
Internet
ActivBoards
Videos
Strategies: