Updated 4/26/2012

Course Title: WORLD GEOGRAPHY IIB Course Description

Course No: 3408 Grade level: 7-12 Text and Resource Options: Pacemaker World History: Geography & Culture; Part II, Globe Fearon

Course Value: One Semester (Open entry/open exit) Credit Value: 1 – 5 credits

This course will focus on major turning points that shaped the modern world, from the late 18th century through World War I. Students will trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues, especially as they pertain to international relations. Students will develop an understanding of the foundation for our democratic ideals. In addition to the World History content standards for grades 9-12, students will have opportunities to demonstrate the 9-12 intellectual, reasoning, reflection and research skills.

Course Content: Key Content Standards and Course Objectives

1. Students analyze political and economic changes in terms of how democratic thought and institutions were influenced by Enlightenment thinkers (7-11.5). 2. Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States in terms of: e. why England was the first country to industrialize (10- 3.1). f. how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (10-3.2) g. the growth of population, rural to urban migration and growth of cities associated with the Industrial Revolution (10-3.3). h. the emergence of capitalism as a dominant economic pattern and the responses to it (10-3.5). 4. Students analyze the causes and course of the First World War (10-5). 5. Students analyze the effects of the First World War (10-6).

Historical and Social Science Analysis Skills Students will demonstrate the grades 9-12 social science intellectual, reasoning, reflection and research skills. The following objectives are based on the Grade K-12 Literacy Common Core Readiness Anchor Standards. Please refer to the Common Core State Standards online for specific standards.

Reading Standards Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

Key Content Standards and Course Objectives (cont).

CCSS Writing Standards Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Methods of Study

Evaluation of Performance Standards 1. Students will complete all activities assigned.

2. Students will participate in discussion with other class members and/or teacher.

1. Students will complete all assignments with a minimum of 70% accuracy. 2. The supervising teacher will be satisfied with the quality of the student’s work. 3. The student must receive a minimum score of 70% on a teacher assigned final evaluation. 4. Letter grade contracts are optional and require a higher level of performance.

Updated 4/26/2012

WORLD GEOGRAPHY IIB Course Syllabus: 3408

I. Textbook Assignment Options: Pacemaker World Geography and Cultures, Part II (5.0 credits) • Read: Chapters 18-35.

• Complete: all “Check Your Understanding” and “Map Study” exercises. • Complete: “Chapter Review” exercises • Complete: “Unit Review” questions.

• Complete: One Extension Activity listed below. II. Extension Activity Options: Complete at least one Extension Activity For Writing Activities, complete all parts of the writing process, and turn in the following with your final draft. 1. Thinking Map 2. 4 - paragraph rough draft 3. Revised rough draft incorporating teacher’s comments and corrections 4. 4 - paragraph typed final draft Extension Activity Options: 1. Using the Internet, research one of the totalitarian leaders from World War II

(examples: Adolf Hitler, Benito Mussolini, Joseph Stalin, etc.) Write a 3-paragraph essay based upon your research that includes the leader’s rise to power, the affect his rule had on his nation, and some information about what happened to this leader after WWII. Use Writing Rubric Exp. II.

2. Using the Internet (Key words: “United States Holocaust Museum” or “Holocaust”), or other library materials, research Hitler’s movement against the Jews (the Holocaust). Write a 3-paragraph essay or create a 5-slide PowerPoint presentation based upon your research. Include in your essay/presentation an overview of the Holocaust, who was involved, and why it occurred. Use Writing Rubric Exp. II.

3. Using the Internet, or other library materials, research the Berlin Wall. In a 3-paragraph essay describe why it was put up and how it affected the people living on either side of the wall. As a part of your essay, describe how you might have felt had the wall affected you. Use Writing Rubric Exp. II.

III. Evaluation • See your teacher for a unit test. • All writing assignments must meet the proficient level of the writing rubric

provided by the teacher. • All textbook work must meet 70% accuracy level for a “C” grade.