course description world history - laquey.k12.mo.uslaquey.k12.mo.us/curriculum/high school ss...

Course Description

World History

259

World History

Course Rationale: The purpose of this course is to enable the student to value the global community. In a world that is increasingly interconnected, students need to appreciate and value contributions of various world cultures and civilizations. Course Description: This survey course deals with the development of the modern world from 1815 to the present. Emphasis will be placed on the emergence of the global community with particular concern for the diverse cultures, economic, and political systems, and religions as well as the contributions of individual personalities. Organization: The curriculum is organized by using the Social Studies Course Level Expectations. The strands and Big Ideas of the CLEs are exhibited in the gray bands that cross all seven columns of the curriculum. The CLE concepts are listed in the first column along with the learner objectives.

260

Resources: District Adopted Textbook: Websites: http://www.beaconlearningcenter.com/ https://www.cia.gov/library http://www.clas.ufl.edu/ http://earth.google.com/ http://www.econedlink.org/lessons/ http://edsitement.neh.gov/view_lesson_plan.asp?id=284 http://www.fte.org/capitalism/lessons/index.html http://www.learnnc.org/lp/pages/2652 http://www.nationalgeographic.com/xpeditions/lessons/ www.successlink.org http://www.washingtonpost.com/

Abbreviations:

Subjects CLE Course Level Expectations BT Bloom’s Taxonomy DOK Depth of Knowledge

CA Communication Arts

Social Studies K Knowledge Level 1 – Recall

MA Mathematics Strand 1 Principals of Constitutional Democracy

C Comprehension Level 2 – Skill/Concept

SC Science Strand 2 Principals and Processes of Governance Systems

Ap Application Level 3 – Strategic Thinking

SS Social Studies Strand 3 Missouri, United States and World History

An Analysis Level 4 – Extended Thinking

Strand 4 Economic Concepts and Principles

S Synthesis

Strand 5 Elements of Geographical Study and Analysis

E Evaluation

Strand 6 Relationships of Individuals Groups to Institutions and Traditions

Strand 7 Tools of Social Science Inquiry

http://www.beaconlearningcenter.com/

https://www.cia.gov/library

http://www.clas.ufl.edu/

http://earth.google.com/

http://www.econedlink.org/lessons/

http://edsitement.neh.gov/view_lesson_plan.asp?id=284

http://www.fte.org/capitalism/lessons/index.html

http://www.learnnc.org/lp/pages/2652

http://www.nationalgeographic.com/xpeditions/lessons/

http://www.successlink.org/

http://www.washingtonpost.com/

261

WORLD HISTORY

Principals of Constitutional Democracy

1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States Measurable Learner

Objective

The student will be able to:

Assessed

Show-Me

Goals

CLE

Code

BT/

DOK

Student Activities/ Resources

Instructional

Strategies

Assessments

Mastery

Min. %

A. Principles of constitutional democracy in the United States a. Analyze the changes in democracy and republics over time b. Apply the following in the context of the historical period being studied: a. democracy b. republic c. changing role of government d. representation

SS 1

1.9

1.10

1.8

1.A.a 1.A.b

An/ Ap 2 3

>a.-b The students will analyze the principles of the constitution and the new constitution created by Iraq. Attachment A Resource: http://www.washingtonpost.com/wp-dyn/content/article/2005/10/12/AR2005101201450.html Copy of Iraq constitution

The teacher will read through the lesson, find the materials needed for the lesson, and divide the class into small groups.

a.-b The students will analyze the principles of the constitution and the new constitution created by Iraq with a prediction paper on how the democratic process will work in Iraq.

75%

Integrated Skills:

http://www.washingtonpost.com/wp-dyn/content/article/2005/10/12/AR2005101201450.html




262


1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Role of citizens and governments in carrying out constitutional principles a. Explain the relevance and connection of constitutional principles in the following documents: a. Magna Carta b. Enlightenment writings of Hobbes, Locke, Rousseau, Montesquieu and the Social Contract Theory

SS 1

1.5

1.6

1.10

3.5

1.8

1.B.a

Com 3

>The students will explain the relevance and connection of the US Constitution with a unit on the Enlightenment that will examine the philosophers. Attachment B

The teacher will lecture about the Enlightenment period, use cooperative learning to examine them closer, and play games to review and assess student knowledge.

The students will explain the relevance and connection of the US Constitution with organization of data into a diagram and group activities and games.

80%

Integrated Skills:

263


2. Knowledge of principles and processes of governance systems. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Similarities and differences of governmental systems a. Compare and contrast governmental systems, current and historical, including those that are democratic, totalitarian, monarchic, oligarchic and theocratic, and describe their impact

SS 2

1.9

1.8

2.B.a

Eval 2

>The students will compare and contrast governmental systems when researching and completing a chart. Attachment C Resource: https://www.cia.gov/library/publications/the-world-factbook/fields/2128.html List of types of Government

The teacher will provide information on types of governments, divide the class into small groups, provide copies of the handouts, and review the scoring guide.

The students will compare and contrast governmental systems with the completion of the chart and the presentation scoring guide.

75%

Integrated Skills:

https://www.cia.gov/library/publications/the-world-factbook/fields/2128.html



264


2. Knowledge of principles and processes of governance systems. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Processes of governmental systems a. Analyze the processes pertaining to: a. selection of political leaders b. functions and styles of leadership (including authoritarian, democratic and laissez faire) c. governmental systems d. how laws and rules are made, enforced, changed and interpreted

SS 2

1.6

1.9

2.C.a

An 2

>a-c. The students will analyze the process of the Legislative process when they examine the role of the congressional committees. http://edsitement.neh.gov/view_lesson_plan.asp?id=284 Congressional Committees and the Legislative Process

The teacher will read through the lesson and guide the students through the process of a bill becoming a law.

a-c. The students will analyze the process of the Legislative process with a prepared group report on one committee.

80%

Integrated Skills: Research Skills



265

Missouri, United States and World History

3a. Knowledge of continuity and change in the history of Missouri and the United States Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

X. Causes, comparisons, and results of major twentieth-century wars a. Examine the wars of the twentieth-century pertinent to US history including; causes, comparisons, consequences and peace efforts

SS 3

1.6

1.10

3a.X.a

An 2

>a The students will analyze the arguments of becoming involved in WWII. http://edsitement.neh.gov/view_lesson_plan.asp?id=757 The Great Debate: Internationalists vs. Isolationists

The teacher will become familiar with the 2 factions (internationalists and isolationists) and their arguments pertaining to American involvement in WWII.

a-d The students will analyze the arguments of becoming involved in WWII with both the debate from Activity 1 and the essay from Activity 2 Students should also be able to write a five-paragraph essay in response to the following question:

"Could the United States have stayed out of the war in Europe? Should it have?"

750%

Integrated Skills: Workplace Readiness



266


3b. Knowledge of continuity and change in the history of the world Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

G. Knowledge of contributions and interactions of major world civilizations a. Describe the dominant characteristics, contributions of, and interactions among major civilizations of Asia, Europe, Africa, the Americas and the Middle East in ancient and medieval times

SS 3

1.9

3b.G.a

K 4

>The students will describe the life of a person in the medieval period of Europe. Attachment D

The teacher will provide information on the time period and information on castles.

The students will describe the life of a person in the medieval period of Europe with a written paper.

75%


267



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

H. Influence of the Renaissance and Reformation a. Analyze the following developments related to the Renaissance and Reformation including: new ways of thinking, humanism, new developments in arts and their impact on later developments

SS 3

1.6

1.9

3b.H.a

An 4

>The students will analyze developments related to the Renaissance period with group discussions, research and worksheets. Attachment E

The teacher will read through the information sheet for the students, lead a class discussion using KWL and provide time for students to research the era.

The students will analyze developments related to the Renaissance period with the completion of a quiz. Attachment F Need to research

Savonarola

75%

Integrated Skills:

268



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

I. Causes and effects of European overseas expansion a. Asses the impact of the First Global Age, including the Columbian Exchange; the origins and consequences of European overseas expansion; the effect of European arms and economic power on other parts of the world; resulting transformations in the Americas, Africa, Asia and Europe and conflicts among European maritime and land powers

SS 3

1.6

1.9

3b.I.a

An 4

>The students will asses the impact of the Columbian Exchange with an interactive discussion lesson found at the website below. http://www.learnnc.org/lp/pages/2652 Understanding the Columbian Exchange Game: Jeopardy http://coekate.murraystate.edu/media/kate/tick/resource/Triangular_Trade.ppt

The teacher will read through the lesson, make copies of the reading passages and lead a discussion.

The students will asses the impact of the Columbian Exchange with participation in class discussions. Attachment: G

75%

Integrated Skills:



http://coekate.murraystate.edu/media/kate/tick/resource/Triangular_Trade.ppt



269



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

J. Impact of Scientific Revolution a. Analyze the Scientific Revolution in the context of what it was, its antecedents and its impact on Europe and the world

SS 3

1.6

1.9

3b.J.a

An 4

>The students will analyze the Scientific Revolution impact on the world’s vision of the universe. http://www.clas.ufl.edu/users/rhatch/NSF-PLANS/1-5_PTOLEMAC.htm Ptolemy, Copernicus, & the Church: The Beginning of the Scientific Revolution

The teacher will read through the 4 activities, make copies of the worksheets for each student, and guide the students in creating a timeline for the period. Attachment H Illusion worksheet

The students will analyze the Scientific Revolution impact on the world’s vision of the universe with a written reflection on the lesson.

80%

Integrated Skills:

http://www.clas.ufl.edu/users/rhatch/NSF-PLANS/1-5_PTOLEMAC.htm



270



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

K. Effect of the Enlightenment on major revolutions a. Evaluate the Enlightenment, including its principles ideas, its antecedents, its challenge to absolutist monarchies and others and its effects on world history b. Identify and explain the major revolutions of the 18

th and 19

th centuries,

including: political revolutions (American and French) and the Industrial Revolution (causes, development, reactions and other consequence, such as social, political and economic globalization)

SS 3

1.6

1.9

3b.K.a 3b.K.b

Eval 3 3

>a. See CLE: 1.B.a >b. The students will identify and explain the contributions from the Industrial Revolution when acting as a newspaper reporter for that period. (materials found under the link in EXTENSIONS) http://www.beaconlearningcenter.com/Lessons/2034.htm Growth of a Revolution - The Industrial Revolution – One of Three lessons in the unit

a. See CLE: 1.B.a b. The teacher will read through the lesson (unit), show the PowerPoint presentations for the lesson and provide copies of the tests and worksheets.

a. See CLE: 1.B.a b. The students will identify and explain the contributions from the Industrial Revolution with a summative assessment from the lesson.

80%

Integrated Skills: Research Skills, Technology Skills

http://www.beaconlearningcenter.com/Lessons/2034.htm

http://www.beaconlearningcenter.com/Lessons/2034.htm

271



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

L. Causes and consequences of economic theories and practices a. Describe the evolution of diverse economic theories and practice, including: manorialism, mercantilism, laissez-faire capitalism and socialism. Describe the social and political effects these have had on various societies.

SS 3

1.6

1.9

3b.L.a

Com 3

>The students will describe the evolution of capitalism and the effect on various societies with an on-line lesson located at the website below. http://www.fte.org/capitalism/lessons/index.html Is Capitalism Good for the Poor? 5 Lesson Unit Additional Resource: Attachment I – Class Notes

The teacher will read through the lessons, make copies of the worksheets and overhead transparencies.

The students will describe the evolution of capitalism and the effect on various societies with worksheets, games and discussions from the lesson.

75%

Integrated Skills:



272



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

M. Causes, comparisons and results of major twentieth-century wars a. Analyze all significant wars of the twentieth-century, including: causes, comparisons, consequences and peace efforts

SS 3

1.8

2.1

3b.M.a

An 4

>The students will analyze all significant wars of the 20

th century

when researching the causes, consequences and peace efforts of each war and comparing them in a written paper that includes timelines, graphs and or student created original cartoon..

The teacher will provide information from textbook or lecture and provide time for students to complete research and the paper/.

The students will analyze all significant wars of the 20

th century

with a scoring guide for the paper and will include visual representation to include timelines and graphs of findings for presentation to class Attachment J

75%


273



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

N. Causes, reactions and consequences of European and Japanese Imperialism a. Evaluate European and Japanese Imperialism of the late 19

th and 20

th

century and the independence movements in Africa and Asia: causes, reactions, short- and long-term consequences

SS 3

2.1

1.9

3.8

3b.N.a

Eval 4

>The students will evaluate European and Japanese Imperialism and the independence movements in Africa and Asia when creating political cartoons and written description of what the cartoon depicts. Attachment K

The teacher will provide information from textbook or other sources about European and Japanese Imperialism.

The students will evaluate European and Japanese Imperialism and the independence movements in Africa and Asia with scoring guide for the political cartoon.

80%

Integrated Skills:

274



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

O. Causes and consequences of major demographic changes a. Outline major demographic changes and migrations from prehistoric times to the present, including: their causes and consequences (e.g., rural to urban, less developed to more developed)

SS 3

1.8

3b.O.a

An 2

>The students will outline demographic changes and migrations when looking at the continent of Asia. http://www.nationalgeographic.com/xpeditions/lessons/12/g912/changebound.html CHANGING BOUNDARIES IN PRE-COLONIAL ASIA TO THE PRESENT

The teacher will lead the students in taking a critical look at a physical map of Asia to help them develop a sense of geologic time.

The students will outline demographic changes and migrations when they create a final exhibition of knowledge and reflections and results of their work with maps, photos, text, and data sets

80%

Integrated Skills:

http://www.nationalgeographic.com/xpeditions/lessons/12/g912/changebound.html



275

Economic Concepts and Principles

4. Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)

Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

J. Knowledge of economic institutions a. Explain the roles of trade, treaties, international organizations and comparative advantages in the global economy

SS 4

1.8

1.10

4.J.a

Com 2

>The students will explain the roles of comparative and absolute advantages and present cases for and against free trade. http://www.econedlink.org/lessons/index.php?lesson=50&page=teacher NAFTA: Are Jobs Being Sucked Out of the United States?

The teacher will provide information on free trade agreements, time for students to use the internet to look at information on Mexico and lead the students in completing graphs and answering questions.

The students will explain the roles of comparative and absolute advantages and present cases for and against free trade with graphs and reflective questions

75%


http://www.econedlink.org/lessons/index.php?lesson=50&page=teacher



276

Elements of Geographical Study and Analysis

5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment

Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Understanding the concept of Place a. Describe physical characteristics and human characteristics that make specific places unique b. Explain how and why places change c. Explain how and why different people may perceive the same place in varied ways

SS 3

1.6

1.10

3a.C.a 3a.C.b 3a.C.c

Com 2 2 4

>a-b. The students will describe characteristics of places and how they change when they analyze the roles of climate, tectonic forces, and glaciation in creating and altering places. http://www.nationalgeographic.com/xpeditions/lessons/04/g912/processes.html PLACES AND PROCESSES: PHYSICAL PROCESSES IN SHAPING PLACES

>c The students will explain how and why people perceive the same place in varied ways when describing places around then and looking at Jerusalem. http://www.nationalgeographic.com/xpeditions/lessons/04/g912/place.html PERCEPTION OF PLACE

a-b. The teacher will assign each student one or two states (could be countries) and have them research and analyze how places were created or altered by physical processes. c. The teacher will lead the class in a discussion, conduct skits, and model writing a paragraph about conceptions of a place.

a-b The students will describe characteristics of places and how they change with a poster that includes maps, pictures, and a written explanation c The students will be assessed on their ability to explain how and why people perceive the same place in varied ways when all students write a paragraph about the same place and how they perceive it personally.

80%


http://www.nationalgeographic.com/xpeditions/lessons/04/g912/processes.html



http://www.nationalgeographic.com/xpeditions/lessons/04/g912/place.html



277

Elements of Geographical Study and Analysis

5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment

Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

F. Understanding relationships between and among regions a. List and explain criteria that give regions their identities in different periods of world history b. Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation) c. Explain how regions relate to one another (e.g., river-drainage regions) d. Explain how and why regions change

SS 5

2.1

5.F.a 5.F.b 5.F.c 5.F.d

Com 2 2 2 2

>a-d. The students will explain how regions have changed throughout history when choosing a region in the world and using the Google Earth on-line activity to view the region at different times throughout history and write a paper that addresses the objectives a-d. http://earth.google.com/

a-d. The teacher will download the free Google Earth 5.0 download for students to use to complete the lesson (other resources can be used) and provide copies of the scoring guide for the paper.

a-d. The students will explain how regions have changed throughout history with a written paper. Attachment L Scoring Guided

75%


http://earth.google.com/

278

Relationships of Individuals Groups to Institutions and Traditions

6. Knowledge of relationships of the individual and groups to institutions and cultural traditions Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

K. Ideas and beliefs of different cultures a. Compare and contrast the major ideas and beliefs of different cultures

SS 6

1.9

6.K.a

An 2

>The students will compare and contrast two different cultures with an organizational chart Also Use with:

CLE: 6.O.a

The teacher will lead a brainstorming session on major ideas and beliefs that are different in different cultures (religions, holidays, schools, etc.), use this list of differences for the students to complete during research and provide examples of organizational charts to use.

The students will compare and contrast two different cultures with an organizational chart.

80%

Integrated Skills: Research Skills, Technology Skills, Equity

279



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

L. Changing of roles of various groups a. Analyze how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects

SS 6

1.6

6.L.a

An 3

>The students will analyze the roles of gender in society when looking at pre and post WWII.

The teacher will read through the worksheets, review the student tasks well and be able to explain the task to the students and provide copies of all the worksheets needed.

The students will analyze the roles of gender in society with a performance event on the view of women pre and post WWII. Attachment M

80%

Integrated Skills: Equity

280



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

M. Major social institutions a. Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs

SS 6

1.9

1.10

2.1

6.M.a

Com 2

>The students will be able to describe the historical religious traditions of the World by showing the following: - Where they existed - When and how they began - What their impact has been - Some of their essential teachings - Their most important artistic contributions www.successlink.org World Religions Project Also Use with: CLE: 6.N.a

The teacher will provide background on religions of the world, divide the class into groups and provide the materials needed to complete the project.

The students will describe the historical religious traditions of the World with a project that includes posters, PowerPoint presentation, and teaching presentation. See scoring guide from lesson.

80%

Integrated Skills: Equity, Research Skills


281



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

N. Consequences of individual or institutional failure a. Predict the consequences that can occur when: a. institutions fail to meet the needs of individuals and groups b. individuals fail to carry out their personal responsibilities

SS 6

3.1

6.N.a

Syn 4

>See CLE: 6.M.a Add to the project the CLE for this objective.

See CLE: 6.M.a

See CLE: 6.M.a

80%

Integrated Skills: Equity, Research Skills

282



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

O. Causes, effects and resolutions of cultural conflict a. Determine the causes, consequences and possible resolutions of cultural conflicts

SS 6

3.6

6.O.a

An 3

>See CLE: 6.K.a See CLE: 6.K.a See CLE: 6.K.a 80%

Integrated Skills: Research Skills, Technology Skills, Equity, Workplace Readiness

283

Tools of Social Science Inquiry

7. Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents) Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Identify, select, use, analyze and create appropriate resources, primary and secondary, for social science inquiry

a. Distinguish between and analyze primary sources and secondary sources

SS 7

1.7

1.5

7.A.a

Ap 2

>The students will distinguish between primary and secondary sources with a class presentation. Teacher can change the focus of research for the students to any topic. www.successlink.org Presidential Primary… and Secondary: Exploring Effective Use of Primary and Secondary Research Sources

The teacher will introduce the lesson, give direction for the mini activities, provide time for internet research, and provide copies of the scoring guides.

The students will distinguish between primary and secondary sources with a scoring guide from the lesson.

80%



284



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Knowledge to create and use various social studies graphics and maps a. Create maps, charts, graphs, timelines, and political cartoons to assist in analyzing and visualizing concepts in social studies

SS 7

1.8

7.B.a

Ap 3

>See CLE: 1.B.a 2.B.a 3b.M.a 3b.N.a 6.K.a

See CLE: 1.B.a 2.B.a 3b.M.a 3b.N.a 6.K.a


80%

Integrated Skills: Research Skills, Technology Skills, Equity

285



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Understanding fact, opinion, bias and points of view in sources a. Distinguish between fact and opinion and analyze sources to recognize bias and points of view

SS 7

1.7

3.5

3.6

7.C.a

Ap 3

>The students will distinguish between fact and opinion and analyze sources when reviewing newspaper and newspaper articles.

The teacher will gather newspaper and magazine articles, model how to determine fact/opinion/bias and point of view, provide articles for the students to assess.

The students will distinguish between fact and opinion and analyze sources with a written assess of a newspaper/magazine article.

80%


286



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

E. Developing a research plan and identifying resources a. Develop a research plan and identify appropriate resources for investigating social studies topics

SS 7

1.1

1.4

7.E.a

Syn 3

>See CLE: 3a.X.a 3b.M.a 7.C.a

See CLE: 3a.X.a 3b.M.a 7.C.a

See CLE: 3a.X.a 3b.M.a 7.C.a

75%


287



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

F. Interpreting various social studies resources a. Interpret maps, statistics, charts, diagrams, graphs, timelines, pictures, political cartoons, audiovisual materials, continua, written resources, art and artifacts.

SS 7

1.5

7.F.a

Eval 3

>See CLE: 1.B.a 2.B.a 3b.M.a 3b.N.a 6.K.a



80%


course description world history - laquey.k12.mo.uslaquey.k12.mo.us/curriculum/high school ss...

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