midd letown pu blic schools world history …...midd w 15 grade curricul 6/1/2013 letown pu orl...
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WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 1
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‐ PRESENT CUR Clancey, Keith Holubesko, and
ddletown Public Schools
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partner and collaboratain dominance (spatial, equence organizers (chaarts, scales), categorize/ractices, e.g.
curriculum nt
etation, historical resead decision‐making
NAL STRATEG
HISTORY II 1500Curriculum Writers: Michael
Mid
l strategies that the teaential, holistic, authent
collaborative group woS)
product and implement
ive group work. bodily kinesthetic, musains, cycle), concept de/classify organizers (cat
arch capabilities
GIES
‐ PRESENT CUR Clancey, Keith Holubesko, and
ddletown Public Schools
acher may model and/otic, expressive, reflectiv
ork
ting
sical, linguistic, intrapervelopment (mind map)tegories, tree) relationa
RRICULUM Grad Rachelle Myllymaki
or facilitate, e.g. e, social, collaborative,
rsonal, interpersonal, m), compare/contrast orgal organizers (fish bone,
ade 9
, democratic, cognitive,
mathematical/logical, anganizers (Venn diagram, pie chart).
, developmental, constr
nd naturalist). ms, comparison charts),
ructivist/heuristic, and
organizers (word web,
3
6/12/2013
REQUIRED C Comm Comm Comm Comm Portfo
SUGGE
Anecdota Accounta Anecdota A.P.P.A.R Conferen Current e Debates Graphic o DBQ Mark‐up Mock ele Modeling
COMMO
Provides social stuo investigo exerciso involvino involvino involvino involvino buildin
COMMON ASSESSMENTmon Mid‐year Exam mon Final Exam mon Formative Assessmmon Summative Assessmolio Tasks
ESTED ASSESSMENTS
al records able talk al records .T.S cing events assessment
organizers e.g. compari
‐text ction g
ON and SUGGE
udies best practices opgating topics in depth sing choice and responsng exploration of open ng students in active pang students in both indng students in reading, g upon students’ prior
TS
ents (CFA) ments (CSA)
ison charts, Venn Diagr
ESTED ASSESS
WORLD H
portunities such as:
sibility by choosing theirquestions that challengarticipation in the classrependent inquiry and cwriting, observing, discknowledge
am, etc.
SMENTS
HISTORY II 1500Curriculum Writers: Michael
Mid
r own topics for inquiryge students’ thinking room and the wider comcooperative learning; cussing, and debating
Mu
Int Jou Or Pe
Pro
‐ PRESENT CUR Clancey, Keith Holubesko, and
ddletown Public Schools
y
mmunity
ultiple Intelligences asso Role playingo Graphic orgo Collaboratio
terviews urnals al presentations er self‐assessment (usirubrics/checklists Primary sources oblem/Performance ba
RRICULUM Grad Rachelle Myllymaki
essments, e.g. g ‐ bodily kinesthetic ganizing ‐ visual on ‐ interpersonal Exhib
ing department
sed/common tasks
ade 9
bits
Rubrics/W
School‐w Tests/qu Text com Timeline Written r
3‐2‐1
Writingo Informational o Argument/opiniowide rubrics uizzes mparison s responses: Common Co Argument/opinioo Informational o Research
on
ore ELA Standards: on
4
6/12/2013
Textbook TBD Americ Supplement “Upfron Readings
oooo
Wilson’s Technology Compute LCD proje Interactiv T.V. Videos and “Eyes on “French R Materials Maps
Community
RESOU
ca Pathways to the Pres
tary books/material t Magazine” and teache: o Mussolini o Hitler o Lenin o Manchuria
14 Points
y rs ectors ve boards
DVDs the Prize” Revolution” video
y
URCES HIGH SC
sent, 1998, Prentice Ha
er materials aligned to
CHOOL
WORLD H
all
ELA Common Core Stan
HISTORY II 1500Curriculum Writers: Michael
Mid
ndards
Websites http://am http://be http://hi http://m http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w http://w https:/ h https://w www.cho www.fte www.his www.new www.upf www.pro www.she www.upf
‐ PRESENT CUR Clancey, Keith Holubesko, and
ddletown Public Schools
mericanradioworks.pubensguide.gpo.gov/subjestoryexplorer.si.edu/ho
memory.loc.gov/ammemww.archives.gov/ Natww.archives.gov/educaww.billofrightsinstituteww.cagle.com/politicalww.cnn.com/studentnww.eyewitnesstohistorww.hippocampus.org/ww.history.com/ ww.historynet.com/ ww.historyplace.com/ww.howstuffworks.comww.ipl.org/div/potus/ ww.law.ou.edu/hist/ Aww.loc.gov/index.htmww.pbs.org/teachers/sww.pbs.org/wgbh/ameww.pbs.org/wnet/histoww.shmoop.com/videottp://historyexplorer.siwww.gilderlehrman.orgoices.edu e.org storynet.com/ wyorktimes.com frontmagazine.com ojo.com eppardmaps.com frontmagazine.com
RRICULUM Grad Rachelle Myllymaki
blicradio.org/features/pect.html#government ome/ Smithsonian m/ndlpedu/collections/ional Archives ation/lessons/civil‐righte.org/instructional/resolcartoons/ Political Caews/ ry.com/
m/ Presidents website A Chronology of US HistLibrary of Congress socialstudies/ ericanexperience/collecoryofus/ Freedom: A Ho/#history Short video ci.edu/home/ Smithsonig/
ade 9
prestapes/ JFK, LBJ, and
/
ts‐act/activities.html#stources/Lessons/Lessonsartoons
storical Documents
ctions/presidents/ PreHistory of Us clips ian
d Nixon Presidential Rec
tandards s_List.asp
esident video clips
cordings
5
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 6
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Civics and Government C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals.
HISTORICAL THINKING
Chronological thinking, Historical
comprehension Historical analysis and
interpretation, historical research capabilities
Historical issues – analysis and decision‐making
Students demonstrate an understanding of origins, forms, and purposes of government by… C&G 1 (9‐12) –1 C&G 1 (9‐12) –1a Describing or explaining competing ideas about the purposes and functions of politics and government.
Grade 9 ‐ World History II 1500 ‐ Present Essential knowledge and skills
Analyze the character, development, and sources of wealth of strong bureaucratic monarchies in the 16th century. ERA 6, 2C, 1
Academic vocabulary Monarchy Absolute monarchy Limited monarchy Constitutional
monarchy C&G 1 (9‐12) –1b Comparing and contrasting different forms of and their purpose.
Grade 9 ‐ World History II 1500 ‐ Present Essential knowledge and skills
Explain principal ideas of the Enlightenment, including rationalism, secularism, progress, toleration, empiricism, natural rights, contractual government, and new theories of education. ERA 6, 2E, 2
Assess the impact of Enlightenment ideas on the development of modern nationalism and democratic thought and institution. ERA 6, 2E, 3
Explain how academies, salons, and popular publishing contributed to the dissemination of Enlightenment ideas. ERA 6, 2E, 6
Academic vocabulary Natural rights Enlightenment Separation of
power Social contract Religious
tolerations
C&G 1 9‐12) –1c Explaining how a political ideology is reflected in the form and structure of a government (e.g., Democracy – Democratic republic).
Grade 9 ‐ World History II 1500 ‐ Present Essential knowledge and skills
Explain the causes of the Russian Revolution of 1917 and analyze why the revolutionary government progressed from moderate to radical. ERA 8, 2C, 1
Explain Leninist political ideology and how the Bolsheviks adapted Marxist ideas to conditions peculiar to Russia. ERA 8, 2C, 2
Academic vocabulary Political ideology Russian revolution Bolsheviks Marxist Lenin
Teachers Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Provide opportunities for higher level thinking: Bloom’s Taxonomy, e.g.
analyzing, synthesizing, predicting, evaluating, creating, etc.
Webb’s Depth of Knowledge, 2,3,4, skill/conceptual understanding, strategic reasoning, extended reasoning
Models historical thinking skills: chronological thinking, historical comprehension historical analysis and
interpretation, historical research capabilities
historical issues – analysis and decision‐making
TextbookWorld History, Connections to Today (1997) Chapters 17.2, 18 Supplementary Books, Teacher (T) Student (S) Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Websites explorelearning.co
m (Gizmo™) www.commoncore.
org/maps www.corestandards
.org www.pbs.org/the
greatwar www.ride.ri.gov World War I:
o http://www.historyofwar.org/articles/wars_wwI.html
o http://www.bbc.co.uk/history/worldwars/wwone/
o http://www.pbs.org/greatwar/
o http://www.firstworldwar.com/
o www.howstuffworks.com
French Revolution: o http://www.scho
olhistory.co.uk/year8links/frenchr
REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records
A.P.P.A.R.T.S Conferencing
Current events
assessment
DBQ
Debates
Exhibits
Essays Interviews Graphic organizers Journals Mark‐up‐text
Mock election
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 7
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
C&G 1 (9‐12) –1d Distinguishing between the rule of law and the “rule of men” (e.g., Korematsu v. U.S. and Japanese internment during WWII).
Grade 9 ‐ World History II 1500 ‐ Present Essential knowledge and skills
Explain how the English civil war and the Revolution of 1688 affected government, religion, economy, and society in that country. ERA 6, 2C, 3
Academic vocabulary James II Glorious revolution English Bill of Rights Limited monarchy Habeas corpus
Provides social studies best practices opportunities such as: investigating topics in
depth exercising choice and
responsibility by choosing their own topics for inquiry
involving exploration of open questions that challenge students’ thinking
involving students in active participation in the classroom and the wider community
involving students in both independent inquiry and cooperative learning;
involving students in reading, writing, observing, discussing, and debating
building upon students’ prior knowledge
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text Facilitate integration of the Applied Learning Standards
evolution_causes.shtml
o http://www.pbs.org/marieantoinette/
World War II: o http://www.soci
alstudiesforkids.com/articles/worldhistory/dunkirkevacuation.htm
o www.howstuffworks.com
Understanding the holocaust:
o http://www.ushmm.org/wlc/en/?WT.srch=1&WT.mc_id=10003&gclid=CPKO‐ceGtrUCFUXf4AodNSwAFw
General History Websites:
o http://www.historyteacher.net/GlobalStudies/MiddleEastMainPage.htm
o http://worldhistoryconnected.press.illinois.edu/4.2/maunu.html
o http://www.besthistorysites.net/
o http://worldhistoryforusall.sdsu.edu/
o http://www.worldhistorynetwork.org/T_MajorResources.php
Materials ancillary resources test bank
Modeling
Multiple Intelligences assessments, e.g. o Role playing ‐
bodily kinesthetic
o Graphic organizing ‐ visual
o Collaboration ‐ interpersonal
Oral presentations Primary sources
Problem/Performa
nce based/common tasks
Rubrics/checklists
o argument writing
o Informational writing
Tests and quizzes
Technology
Text comparison
Timeline Writing genres
o Arguments/ opinion
o Informative o Narrative o Research
3‐2‐1
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 8
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
(SCANS): Communication Critical thinking Problem solving Reflection/evaluation Research Provide rubrics and models
Civics and Government C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals.
Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by… C&G 1 (9‐12)–2 C&G 1 (9‐12)–2a Identifying how actions of a government affect relationships involving the individual, society and the government (e.g., Homeland Security).
Grade 9 ‐ World History II 1500 – Present
Essential knowledge and skills Explain principal ideas of the Enlightenment,
including rationalism, secularism, progress, toleration, empiricism, natural rights, contractual government, and new theories of education. ERA 6, 2E,2
Explain how academies, salons, and popular publishing contributed to the dissemination of Enlightenment ideas. ERA 6, 2E,6
Academic vocabulary Salon Social contract
C&G 1 9‐12)–2b Explaining how political authority is obtained and legitimized.
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Assess the challenges to democratic
government in Latin America in the context of class divisions, economic dependency, and United States intervention. ERA 8, 3B, 7
Academic vocabulary Creole Haitian
independence Liberalism Mestizo Mexican Revolution Mulatto Simon Bolivar Ultra‐royalist
C&G 1 (7‐8)–2c Examining the historical origins of power and how that power has been exercised over time (e.g., divine right, popular sovereignty, social contract, “regime of truth”).
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify
RESOURCE NOTES See resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies “French Revolution”
video History channel Websites
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five) Social contrast
A.P.P.A.R.T.S CFA – A.P.P.A.R.T.S Declaration of
rights of Man Social contrast CFA – A.P.P.A.R.T.S
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 9
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Explain principal ideas of the Enlightenment,
including rationalism, secularism, progress, toleration, empiricism, natural rights, contractual government, and new theories of education. ERA 6, 2E, 2
Academic vocabulary Social Contract
organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Civics and Government C&G 2: The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches.
Students demonstrate an understanding of United States government (local, state, national) by… C&G 2 (9‐12) –1 C&G 2 (9‐12) –1a Evaluating, taking, and defending positions on a current issue regarding the judicial protection of individual or state rights via judicial review. NA C&G 2 (9‐12) –1b Analyzing the basic structures of government in the U.S. (e.g., national, state, local; branches of federal government) through researching a current or historical issue or event. NA C&G 2 (9‐12) –1c Identifying and describing ways in which people gain or fail to gain access to the institutions of the U.S. government (local, state, national) or other political institutions (e.g., access to the U.S. political process). NA C&G 2 (9‐12) –1d Critically examining the principles, traditions, and precedents of American constitutional government. NA
TEACHER NOTES
RESOURCE NOTES
ASSESSMENT NOTES
Civics and Government C&G 3: In a democratic society all people have certain rights and responsibilities.
Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by… C&G 2 9‐12) –2 C&G 2 (9‐12) –2a Interpreting and analyzing the sources of the U.S. democratic tradition in the Declaration of Independence, U.S. Constitution, and other documents (e.g., RI Constitution, Seneca Falls Declaration of Sentiments & Resolutions, Supreme Court decisions, Pledge of Allegiance). NA C&G 2 (9‐12) –2b Analyzing the inherent challenges involved in balancing majority rule and minority rights. NA C &G 2 (9‐12) –2c Identifying and giving examples of the discrepancies between democratic ideals and the realities of American social and political life (e.g., equal protection under the law and the reality of discrimination). NA Grade 9 ‐ World History II 1500 ‐ Present C &G 2 (9‐12) –2d Discussing different historical understandings/ perspectives of democracy. NA
TEACHER NOTES
RESOURCE NOTES
ASSESSMENT NOTES
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 10
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Civics and Government C&G 3: In a democratic society all people have certain rights and responsibilities.
Students demonstrate an understanding of citizens’ rights and responsibilities by… C&G 3 (9‐12) –1 C&G 3 (9‐12) –1a Comparing and contrasting different perspective on provisions found in the Bill of Rights (e.g., flag burning and the first Amendment).
Grade 9 ‐ World History II 1500 ‐ Present Essential knowledge and skills
Explain how the English civil war and the Revolution of 1688 affected government, religion, economy, and society in that country. ERA 6, 2C, 3
Academic vocabulary English Bill of Rights
C&G 3 (9‐12) –1b Comparing and contrasting human rights provided for in various seminal documents or materials (e.g., Declaration of the Rights of Man, Universal Declaration of Rights, International Convention on the Rights of the Child, and other international documents). Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Analyze leading ideas of the revolution
concerning social equality, democracy, human rights, constitutionalism, and nationalism and assess the importance of these ideas for democratic thought and institutions in the 20th century. ERA 7, 1A, 4
Academic vocabulary Declaration of
Rights of Man
C&G 3 (9‐10) –1c Evaluating, taking, and defending positions regarding the personal and civic responsibilities of individuals.
Grade 9 ‐ World History II 1500 ‐ Present Essential knowledge and skills
Analyze leading ideas of the revolution concerning social equality, democracy, human rights, constitutionalism, and nationalism and assess the importance of these ideas for democratic thought and institutions in the 20th century. ERA 7, 1A, 4
Describe how the wars of the revolutionary and Napoleonic period changed Europe and assess Napoleon’s effects on the aims and outcomes of the revolution. ERA 7, 1A, 6
Academic vocabulary Napoleonic Code Declaration of
Rights of Man Constitution
oppression
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Provides social studies best practices opportunities such as: investigating topics in
depth exercising choice and
responsibility by choosing their own topics for inquiry
involving exploration of open questions that challenge students’ thinking
involving students in active participation in the classroom and the wider community
involving students in both independent inquiry and cooperative learning;
involving students in reading, writing, observing, discussing, and debating
building upon students’
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites http://www.schoolh
istory.co.uk/year8links/frenchrevolution_causes.shtml
http://www.pbs.org/marieantoinette/
Napoleonic Code Declaration of
Rights of Man
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five) CFA A.P.P.A.R.T.S Declaration of
Rights of Man CFA A.P.P.A.R.T.S
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 11
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
C&G 3 9‐12) –1d Analyzing the scope and limits of personal, cultural, economic, or political rights (e.g., freedom of expression vs. school dress codes, speaking one’s native language vs. English‐only legislation; living wage vs. minimum wage; civil liberties vs. national security).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Describe how the wars of the revolutionary
and Napoleonic period changed Europe and assess Napoleon’s effects on the aims and outcomes of the revolution. ERA 7, 1A, 5
Describe how the wars of the revolutionary and Napoleonic period changed Europe and assess Napoleon’s effects on the aims and outcomes of the revolution. ERA 7, 1A, 6
Academic vocabulary Napoleon equality Freedom Liberty
C&G 3 (9‐10) –1e Describing the criteria used for admission to citizenship in the U.S. NA
prior knowledge Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Napoleonic Code
Civics and Government C&G 3: In a democratic society all people have certain rights and responsibilities.
Students demonstrate an understanding of how of individuals and groups exercise (or are denied) their rights and responsibilities by… C&G 3 (7‐8) –2 C&G 3 (9‐12) –2a Identifying a policy at the school, local, state, national, or international level and describing how it affects individual rights. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain how the English civil war and the Revolution of 1688 affected government, religion, economy, and society in that country. ERA 6, 2C, 3
Academic vocabulary English Bill of Rights Petition of Right Glorious Revolution
C&G 3 (9‐12) –2b Accessing the political system (e.g., letter writing, researching an issue and communicating it to the public, organizing, petitioning, boycotting/boycotting. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Explain how the English civil war and the
Revolution of 1688 affected government, religion, economy, and society in that country. ERA 6, 2C, 3
Academic vocabulary Grievances English Bill of Rights
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers
ASSESSMENT NOTES Required Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 12
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
C&G 3 (9‐12) –2c Describing and giving examples of how access to institutions can affect justice, reward, and power in the U.S. NA C&G 3 (9‐12) –2d Identifying and explaining ways individuals and groups have exercised their rights in order to transform society (e.g., Civil Rights Movement, women’s suffrage).
Grade 9 ‐ World History II 1500 ‐ Present Essential knowledge and skills
Describe the characteristics of the “agricultural revolution” that occurred in England and Western Europe and analyze its effects on population growth, industrialization, and patterns of land‐holding. ERA 7, 2A, 1
Identify the major characteristics of the industrial revolution and compare industrial economies with other forms of economic organization. ERA 7, 2A, 2
Analyze relationships between the expanding world market economy of the 16th through 18th centuries and the development of industrialization. ERA 7, 2A, 3
Analyze connections between early industrialization and Britain’s commercial relations with continental Europe, the Mediterranean, India, the Caribbean, and other world regions. ERA 7, 2A, 4
Assess the relative importance of geographical, economic, technological, and political factors that permitted or encouraged the rise of mechanized industry in England. ERA 7, 2A, 5
Explain connections among population growth, industrialization, and urbanization and evaluate the quality of life in early 19th‐century cities. ERA 7, 2B, 1
Explain how industrialization and urbanization affected class distinctions, family life, and the daily working lives of men, women, and children. ERA 7, 2B, 2
Analyze connections between industrialization and movements for political and social reform in England, Western
Academic vocabulary Industrial
Revolution Agricultural
revolution Enclosure Urbanization Labor unions
Models historical thinking skills: chronological thinking, historical comprehension historical analysis and
interpretation, historical research capabilities
historical issues – analysis and decision‐making
Provides social studies best practices opportunities such as: investigating topics in
depth exercising choice and
responsibility by choosing their own topics for inquiry
involving exploration of open questions that challenge students’ thinking
involving students in active participation in the classroom and the wider community
involving students in both independent inquiry and cooperative learning;
involving students in reading, writing, observing, discussing, and debating
building upon students’ prior knowledge
Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation
LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 13
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Europe, and the United States. ERA 7, 2B, 3 Analyze connections between
industrialization and the rise of new types of labor organizations and mobilization. ERA 7, 2B, 4
C&G 3 (9‐12) –2e Participating in and reflecting on a decision‐making experience as part of a group in your classroom, school, or community (e.g., developing classroom norms, School Improvement Team member, response to community needs, such as a food drive). Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Academic vocabulary
organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Civics and Government C&G 4: People engage in political processes in a variety of ways.
Students demonstrate an understanding of political systems and political processes by… C&G 4 (9‐12) –1 C&G 4 (9‐12) –1a Comparing and contrasting U.S. systems of government with others.
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Analyze the relative importance of economic
and political rivalries, ethnic and ideological conflicts, militarism, and imperialism as underlying causes of the war. ERA 8, 2A, 1
Analyze how the Russian Revolution and the entry of the United States affected the course and outcome of the war. ERA, 2B, 5
Academic vocabulary World War I Nationalism Imperialism Militarism Alliances Systems Russian Revolution Democracy
C&G 4 (9‐12) –1b Interacting with, analyzing, and evaluating political institutions and political parties in an authentic context (using local, national, or international issues/events that are personally meaningful).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Academic vocabulary
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Models historical thinking skills: chronological thinking, historical comprehension historical analysis and
interpretation, historical
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
ASSESSMENT NOTES Required Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 14
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
C&G 4 (9‐12) –1c Analyzing and interpreting sources (print and non‐print discourse/media), by distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across sources (GSE R‐10‐8.4).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Explain leading ideas of Social Darwinism
and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Assess the effects of the discovery of diamonds and gold in South Africa on political and race relations among British colonial authorities, Afrikaners, and Africans. ERA 7, 5E, 5
Analyze the sources and effectiveness of military, political, and religious resistance movements against European conquest in such regions as Algeria, Morocco, West Africa, the Sudan, Ethiopia, and South Africa. ERA 7, 5E, 6
Academic vocabulary White Man’s
Burden Imperialism Social Darwinism Colonization
C&G 4 (9‐12) –1d Selecting a landmark campaign or election in the American political system, explaining the historical context and its significance, and evaluating its impact. NA C&G 4 (9‐12) –1e Analyzing multiple perspectives on an historical or current controversial issue (e.g., immigration, environmental policy, escalation of the war in Vietnam, Brown v. Board of Education).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Explain how industrialization and
urbanization affected class distinctions, family life, and the daily working lives of men, women, and children. ERA 7, 2B, 2
Analyze connections between industrialization and movements for political and social reform in England, Western Europe, and the United States. ERA 7, 2B, 3
Academic vocabulary Industrial
Revolution Child labor Labor Out source
research capabilities historical issues – analysis
and decision‐making Provides social studies best practices opportunities such as: investigating topics in
depth exercising choice and
responsibility by choosing their own topics for inquiry
involving exploration of open questions that challenge students’ thinking
involving students in active participation in the classroom and the wider community
involving students in both independent inquiry and cooperative learning;
involving students in reading, writing, observing, discussing, and debating
building upon students’ prior knowledge
Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1
Movies History channel Websites www.pbs.org/thegr
eatwar
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 15
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
QAR Read around the text
Civics and Government C&G 4: People engage in political processes in a variety of ways.
Students demonstrate their participation in political processes by… C&G 4 (9‐12)‐2 C&G 4 (9‐12)‐2a Using collaborative decision making/problem solving to consider multiple perspectives on a current political, social, or economic issue, evaluating the consequences of various options, and developing a plan of action (e.g., new school policy or local, national, or international public policy).
Grade 9 ‐ World History II 1500 ‐ Present Essential knowledge and skills
Current events
Academic vocabulary
C&G 4 (9‐12)‐2b Working individually or with others to identify, propose, and carry out a community/civic engagement project/initiative (e.g., making the community aware of an issue, organizing a workshop).
Grade 9 ‐ World History II 1500 ‐ Present Essential knowledge and skills
Explain leading ideas of Social Darwinism and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism Social Darwinism Racism
C&G 4 (9‐12)‐2c Engaging in and reflecting upon an electoral process in a class, school, or community (e.g., become a candidate and carry out a campaign, participate in party/school nominations, work on a political campaign, volunteer to serve on a board, do polling). NA
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites DBQ Imperialism
ASSESSMENT NOTES Required Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 16
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Civics and Government C&G 4: People engage in political processes in a variety of ways.
Students participate in a civil society by… C&G 4 (9‐12)‐3 C&G 4 (9‐12)‐3a Critically reflecting on their own civic dispositions (e.g., tolerance and respect, concern for the rights and welfare of others, social responsibility, and recognition of the capacity to make a difference). NA C&G 4 (9‐12)‐3b Identifying and describing the role that various institutions play in meeting the needs of the community.
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Explain discontent among Europeans with
the late medieval Church and analyze the beliefs and ideas of the leading Protestant reformers. ERA 6, 2B, 4
Explain the aims and policies of the Catholic Reformation and assess the impact of religious reforms and divisions on European cultural values, family life, convent communities, and men’s and women’s education. ERA 6, 2B, 6
Academic vocabulary Protestant
Reformation Catholic Cantor
Reformation
C&G 4 (9‐12)‐3c Identifying and analyzing the conflicts that exist between public and private life (e.g., issues related to Homeland Security, Eminent Domain, civil liberties). NA
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five) A.P.P.A.R.T.S Martin Luther King
Civics and Government
Students demonstrate an understanding of the many ways Earth’s people are interconnected by… C&G 5 (9‐12) – 1
TEACHER NOTES Use formative assessment
RESOURCE NOTESSee resource list on page one
ASSESSMENT NOTES Required
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 17
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.
C&G 5 (9‐12) – 1a Identifying the ways the world is organized: politically, socially, culturally, economically, environmentally (e.g., nation‐state).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Analyze causes and consequences of the
world’s shift from bipolar to multipolar centers of economic, political, and military power. ERA 9, 3A, 7
Academic vocabulary Globalization Militarism Outsourcing
C&G 5 (9‐12) – 1b Organizing information to show relationships between and among various individuals, systems, and structures (e.g., politically, socially, culturally, economically, environmentally).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Analyze the relative importance of economic
and political rivalries, ethnic and ideological conflicts, militarism, and imperialism as underlying causes of the war. ERA 8, 2A, 1
Academic vocabulary Ideology Imperialism Militarism Nationalism Totalitarianism
to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Readings: o Mussolini o Hitler o Lenin o Manchuria
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites
Common Task: Imperialism
Suggested (see list on page five) Accountable Talk
Civics and Government C&G 5: As members of an interconnected world community, the choices we make
Students demonstrate an understanding of the benefits and challenges of an interconnected world by… C&G 5 (9‐12)‐2 C&G 5 (9‐12)‐2a Describing the interconnected nature of a contemporary or historical issue.
Grade 9 ‐ World History II 1500 ‐ Present
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 18
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
impact others locally, nationally, and globally.
Essential knowledge and skills Explain how international conditions
affected the creation of Israel and analyze why persistent conflict developed between Israel and both Arab Palestinians and neighboring states. ERA 9, 1C, 5
Academic vocabulary Balfour declaration Zionism
C&G 5 (9‐12)‐2b Analyzing and evaluating a contemporary or historical issue (e.g., free trade versus fair trade, access to medical care and terrorism).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Explain how international conditions
affected the creation of Israel and analyze why persistent conflict developed between Israel and both Arab Palestinians and neighboring states. ERA 9, 1C, 5
Academic vocabulary Balfour declaration Zionism
collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
(1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
Common Final Exam
Common Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
Civics and Government C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.
Students demonstrate an understanding of how the choices we make impact and are impacted by an interconnected world by… C&G 5 (9‐12)‐3 C&G 5 (9‐12)‐3a Predicting outcomes and possible consequences of a conflict, event, or course of action.
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Explain the causes and international and
local consequences of major Cold War crises, such as the Berlin blockade, the Korean War, the Polish workers’ protest, the Hungarian
Academic vocabulary Cold war Berlin airlift
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for:
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 19
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
revolt, the Suez crisis, the Cuban missile crisis, the Indonesian civil war, and the Soviet invasion of Czechoslovakia. ERA 9, 1B, 5
C&G 5 (9‐12)‐3b Identifying and summarizing the intended and unintended consequences of a conflict, event, or course of action.
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Explain the ideologies of fascism and Nazism
and analyze how fascist and authoritarian regimes seized power and gained mass support in Italy, Germany, Spain, and Japan. ERA 8, 4A, 1
Academic vocabulary Authoritarianism Fascism Militarism Nazism Rise in dictators Totalitarianism
C&G 5 (9‐12)‐3c Using deliberation, negotiation, and compromise to plan and develop just solutions to problems (e.g., immigration, limited energy resources, nuclear threat) created when nations or groups act.
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Explain how the League of Nations was
founded and assess its promise and limitations as a vehicle for achieving lasting peace. ERA 8, 3A, 1
Academic vocabulary League of Nations World War I
Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text 7 stages of the Cold War
teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites http://www.history
ofwar.org/articles/wars_wwI.html
http://www.bbc.co.uk/history/worldwars/wwone/
http://www.pbs.org/greatwar/
http://www.firstworldwar.com/
www.howstuffworks.com
Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
Historical Perspectives/ RI History Strand HP 1: History is an account of human activities that is interpretive in nature.
Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by… HP 1 9‐12) –1 HP 1 (9‐12) –1a Formulating historical questions, obtaining, analyzing, evaluating historical primary and secondary print and non‐print sources (e.g., RI Constitution, art, oral history, writings of Elizabeth Buffum Chace).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Analyze the role of nationalism and
propaganda in mobilizing civilian populations in support of “total war.” ERA 8, 2B, 2
Academic vocabulary Propaganda World War I
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Provides social studies best practices opportunities such as: investigating topics in
depth
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials
ASSESSMENT NOTES Required Portfolio Task:
World War I Propaganda
Portfolio Task: Industrial Revolution
Suggested (see list on page five) World War I
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 20
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
HP 1 (9‐12) –1b Explaining how historical facts and historical interpretations may be different, but are related (e.g., slavery in RI v. economic benefit to RI).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Analyze the role of nationalism and
propaganda in mobilizing civilian populations in support of “total war.” ERA 8, 2B, 2
Academic vocabulary Propaganda World War I
HP 1 (9‐12) –1c Identifying, describing, or analyzing multiple perspectives on an historical trend or event (e.g., mill worker v. mill owners during Industrial Revolution in RI; separation of powers in RI government).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Identify the major characteristics of the
industrial revolution and compare industrial economies with other forms of economic organization. ERA 7, 2A, 2
Academic vocabulary Industrial
Revolution Laborer Merchant Unions
HP 1 (9‐12) –1d Using technological tools in historical research.
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Analyze the role of nationalism and
propaganda in mobilizing civilian populations in support of “total war.” ERA 8, 2B, 2
Academic vocabulary Propaganda Total War World War I
exercising choice and responsibility by choosing their own topics for inquiry
involving exploration of open questions that challenge students’ thinking
involving students in active participation in the classroom and the wider community
involving students in both independent inquiry and cooperative learning;
involving students in reading, writing, observing, discussing, and debating
building upon students’ prior knowledge
Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites http://www.history
ofwar.org/articles/wars_wwI.html
http://www.bbc.co.uk/history/worldwars/wwone/
http://www.pbs.org/greatwar/
http://www.firstworldwar.com/
www.howstuffworks.com
Propaganda poster
Historical Perspectives/ RI History Strand
Students interpret history as a series of connected events with multiple cause‐effect relationships, by… HP 1 (9‐12) –2
TEACHER NOTES Use formative assessment to guide instruction
RESOURCE NOTESSee resource list on page one Textbook
ASSESSMENT NOTES Required Common Task:
Imperialism
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 21
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
HP 1: History is an account of human activities that is interpretive in nature.
HP 1 9‐12) –2a Explaining cause and effect relationships in order to sequence and summarize events, make connections between a series of events, or compare/contrast events.
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Describe the unification of Germany and
Italy and analyze why these movements succeeded. ERA 7, 4A 3
Academic vocabulary “Blood and iron” Bismarck
nationalism Unification of Italy
and Germany HP 1 (9‐12) –2b Interpreting and constructing visual data (e.g., timelines, charts, graphs, flowchart, historical films, political cartoons) in order to explain historical continuity and change (e.g., timeline of Rhode Island’s path to Revolution: Why is Rhode Island first to declare independence, but last colony to ratify the Constitution?). Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain leading ideas of Social Darwinism and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism Social Darwinism White Mans Burden
Provide opportunities forindependent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
Suggested (see list on page five)
Historical Perspectives/ RI History Strand HP 2: History is a chronicle of human activities, diverse people, and the societies they form.
Students connect the past with the present by… HP 2 (9‐12) –1 HP 2 (9‐12) –1a Explaining origins of major historical events (e.g., Industrial Revolution in Rhode Island).
Grade 9 ‐ World History II 1500 ‐ Present
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997)
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 22
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Essential knowledge and skills Identify the major characteristics of the
industrial revolution and compare industrial economies with other forms of economic organization. ERA 7, 2A, 2
Academic vocabulary Industrial
Revolution
HP 2 (9‐12) –1b Identifying and linking key ideas and concepts and their enduring implications (e.g., separation of church and state in Rhode Island).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Explain discontent among Europeans with
the late medieval Church and analyze the beliefs and ideas of the leading Protestant reformers. ERA 6, 2B 4
Academic vocabulary Protestant
Reformation Reformers: Luther,
Calvin, Henry VIII
HP 2 (7‐8) –1c Analyzing and evaluating how national and world events have impacted Rhode Island and how Rhode Island has impacted national and world events (e.g., women’s liberation movement; Commodore Matthew Perry of RI opens trade with Japan; Quonset Hut; slave trade).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Analyze Japan’s rapid industrialization,
technological advancement, and national integration in the late 19th and early 20th centuries. ERA 7, 5D, 5
Academic vocabulary Camador Perry Black Ships Festival Meiji Restoration Imperialism Japan
Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
Common Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five) A.P.P.A.R.T.S Martin Luther King
Historical Perspectives/ RI History Strand HP 2: History is a chronicle of human activities, diverse people, and the societies they form.
Students chronicle events and conditions by… HP 2 (9‐12) – 2 HP 2 (9‐12) – 2a Creating narratives based on a particular historical point of view (e.g., unemployed WWII vet, home front in WWII, oil refinery promoter, environmental activist in Rhode Island; slave or free black in Newport, slave holder, trader or investor).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Academic vocabulary
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront
ASSESSMENT NOTES Required Common Task:
Industrial Revolution
Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 23
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Analyze how and why the Nazi regime perpetrated a “war against the Jews” and describe the devastation suffered by Jews and other groups in the Nazi Holocaust. ERA 8, 4B, 3
Nazi Holocaust World War II
HP 2 (9‐12) – 2b Synthesizing information from multiple sources to formulate an historical interpretation (e.g., document‐based questions, quantitative data, material artifacts of RI).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Analyze the motives that impelled several
European powers to undertake imperial expansion against peoples of Africa, Southeast Asia, and China. ERA 7, 5C, 1
Academic vocabulary Imperialism
opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites http://www.socialst
udiesforkids.com/articles/worldhistory/dunkirkevacuation.htm
www.howstuffworks.com
http://www.ushmm.org/wlc/en/?WT.srch=1&WT.mc_id=10003&gclid=CPKO‐ceGtrUCFUXf4AodNSwAFw
Historical Perspectives/ RI History Strand HP 2: History is a chronicle of human activities, diverse people, and the societies they form.
Students show understanding of change over time by… HP 2 (9‐12) – 3 HP 2 (9‐12) – 3a Tracing patterns chronologically in history to describe changes on domestic, social, or economic life (e.g., immigration trends, land use patterns, naval military history).
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Explain how industrialization and
urbanization affected class distinctions, family life, and the daily working lives of men, women, and children. ERA 7, 2B, 2
Academic vocabulary Industrial
Revolution Marxism Middle Class
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 24
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Urbanization HP 2 (9‐12) – 3b Documenting various groups (e.g., formal: non‐government organizations, religious; informal: family, clan) and their traditions that have remained constant over time (e.g., religious denomination, fishing industry, formal and informal design, town financial meeting, lotteries). Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain the financial, material, and human costs of the war and analyze its economic consequences for the Allies and the Axis powers. ERA 8, 3B, 5
Academic vocabulary Sudia Gandhi Cost System Untouchable Drama Brahmins
Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
Assessments (CSA) Portfolio Tasks Suggested (see list on page five)
Historical Perspectives/ RI History Strand HP 3: The study of history helps us understand the present and shape the future.
Students demonstrate an understanding of how the past frames the present by… HP 3 (9‐12) –1 HP 3 (9‐12) –1a Gathering evidence of circumstances and factors contributing to contemporary problems (e.g., civil rights movement, sexual revolution). Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Current events
Academic vocabulary
HP 3 (9‐12) –1b Formulating a position or course of action on a current issue from a choice of carefully evaluated options, taking into account the historical underpinnings (e.g., casino issue and American Indian sovereignty; current national border debate and RI historical perspective).
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 25
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Current events
Academic vocabulary
Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
on page five) Debate
Historical Perspectives/ RI History Strand HP 3: The study of history helps us understand the present and shape the future.
Students make personal connections in an historical context (e.g., source‐to‐source, source‐to‐self, source‐to‐world) by… HP 3 (9‐12) – 2 HP 3( 9‐12) – 2a Articulating an understanding of the meaning, implications, and impact of historical events on their lives today (e.g., closing of the Navy in Rhode Island at Quonset Point; volunteer army; ratification of RI Constitution; whaling industry, access to the shore, declining birth rates). Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “total war.” ERA 8, 2B, 2
Academic vocabulary Civilian Draft World War II
HP 3 (9‐12) – 2b Analyzing how an historical development (e.g., cycle of poverty or prosperity, low educational attainment, “Independent Man”) has contributed to current social, economic, or political patterns. Grade 9 ‐ World History II 1500 ‐ Present
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 26
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Essential knowledge and skills Explain the leading ideas of Karl Marx and
analyze the impact of Marxist beliefs and programs on politics, industry, and labor relations in later 19th‐century Europe. ERA 7, 4B, 2
Academic vocabulary Bourgeois Communism Communist
Manifesto Karl Marx Proletariat
graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites http://www.socialst
udiesforkids.com/articles/worldhistory/dunkirkevacuation.htm
www.howstuffworks.com
Historical Perspectives/ RI History Strand HP 4: Historical events and human/natural phenomena impact and are influenced by ideas and beliefs.
Students demonstrate an understanding that geographic factors and shared past events affect human interactions and changes in civilizations by… HP 4 (9‐12) –1 HP 4 (9‐12) –1a Utilizing maps, graphs, and charts to draw conclusions on how societies historically were shaped and formalized. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain leading ideas of Social Darwinism and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism Scramble for Africa
HP 4 (9‐12) –1b AAnalyzing conflict that is based on unresolved historical‐geographical differences (e.g., religious, racial, and socio‐economic). Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Assess the importance of nationalism as a source of tension and conflict in the Austro‐Hungarian and Ottoman empires. ERA 7, 4A, 4
Academic vocabulary Dual Monarchy
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map),
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V.
ASSESSMENT NOTES Required Common Task:
Imperialism Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 27
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
HP 4 (9‐12) –1c Citing historical evidence that geographic factors affected decision‐making by policy‐makers. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Assess the importance of nationalism as a source of tension and conflict in the Austro‐Hungarian and Ottoman empires. ERA 7, 4A, 4
Academic vocabulary Dual Monarchy
compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Materials Up‐dated maps
Movies History channel Websites
Historical Perspectives/ RI History Strand HP 4: Historical events and human/natural phenomena impact and are influenced by ideas and beliefs.
Students demonstrate an understanding that innovations, inventions, change, and expansion cause increased interaction among people (e.g., cooperation or conflict) by… HP 4 (9‐12) –2 HP 4 (9‐12) –2a Evaluating the effect of technology and innovation on promoting territorial expansion. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Analyze the precipitating causes of the war
and the reasons for early German and Japanese victories. ERA 8, 4A, 5
Academic vocabulary Tanks World War II
HP 4 (9‐12) –2b Proving whether innovation and invention have been beneficial or detrimental to society. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain connections among population growth, industrialization, and urbanization and evaluate the quality of life in early 19th‐century cities. ERA 2B, 1
Academic vocabulary Industrial
Revolution Industrialism Urbanization
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales),
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies
ASSESSMENT NOTES Required Common Task:
Industrial Revolution
Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 28
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
History channel Websites http://www.socialst
udiesforkids.com/articles/worldhistory/dunkirkevacuation.htm
www.howstuffworks.com
Historical Perspectives/ RI History Strand HP 5: Human societies and cultures develop and change in response to human needs and wants.
Students demonstrate an understanding that a variety of factors affect cultural diversity within a society by… HP5 (9‐12) –1 HP5 (9‐12) –1a Identifying patterns of migration and evaluating their socio‐cultural impacts. HP5 (9‐12) –1b Investigating the role of demographic factors (gender, ethnicity, class) in creating cultural diversity in a society. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain how industrialization and urbanization affected class distinctions, family life, and the daily working lives of men, women, and children. ERA 7, 2B, 2
Academic vocabulary Industrial
Revolution Child Labor Women Unions
HP5 (9‐12) –1c Analyzing the contribution of diverse cultural elements (e.g., norms, beliefs, religions, ideologies, languages, cuisines). Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Explain leading ideas of Social Darwinism
and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
ASSESSMENT NOTES Required Common Task:
Industrial Revolution
Common Tasks: Imperialism
Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 29
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
two column note taking 5‐3‐1 QAR Read around the text
Historical Perspectives/ RI History Strand HP 5: Human societies and cultures develop and change in response to human needs and wants.
Students demonstrate an understanding that culture has affected how people in a society behave in relation to groups and their environment by… HP 5 (9‐12) – 2 HP5 (9‐12) –2a Analyzing how membership in particular cultural groups has affected civic engagement on the local, regional, and national level, citing evidence. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain the ideologies of fascism and Nazism and analyze how fascist and authoritarian regimes seized power and gained mass support in Italy, Germany, Spain, and Japan. ERA 8, 4a, 1
Academic vocabulary Nazism Nazi Party
HP5 (9‐12) –2b Contrasting how cultural groups have conflicted over land use issues. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain leading ideas of Social Darwinism and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism
HP5 (9‐12) –2c Evaluating how societies addressed environmental challenges in ways that shaped their cultural practices. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain leading ideas of Social Darwinism and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
ASSESSMENT NOTES Required Common Tasks:
Imperialism Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 30
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Historical Perspectives/ RI History Strand HP 5: Human societies and cultures develop and change in response to human needs and wants.
Various perspectives have led individuals and/or groups to interpret events or phenomena differently and with historical consequences by… HP 5 (9‐12) – 3 HP 5 (9‐12) – 3a Utilizing sources (e.g., primary documents, secondary sources, oral histories) to identify different historical narratives and perspectives about the same events. Grade 9 ‐ World History II 1500 ‐ Present HP 5 (9‐12) – 3b Describing how the historical perspectives of leaders and decision makers served to shape and influence public policy using primary sources as evidence.
Grade 9 ‐ World History II 1500 ‐ Present Essential knowledge and skills
Explain how the French Revolution developed from constitutional monarchy to democratic despotism to the Napoleonic empire. ERA 7, 1A, 3
Academic vocabulary Napoleon Napoleonic Code
TEACHER NOTES Use formative assessment to guide instruction
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites Napoleonic Code
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
Economics E1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance
Students demonstrate an understanding of basic economic concepts by… E 1 (9‐12) –1 E 1 (9‐12) –1a Applying the concept that choices involve trade‐offs in real world situations or historical contexts. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain leading ideas of Social Darwinism and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C,1
Academic vocabulary Imperialism
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials
ASSESSMENT NOTES Required Common Tasks:
Imperialism Common Tasks:
Industrial Revolution
Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 31
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
E 1 (9‐12) –1b Applying the concept that economic choices often have long‐run intended and unintended consequences in real world situations and historical contexts. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain how industrialization and urbanization affected class distinctions, family life, and the daily working lives of men, women, and children. ERA, 2B, 1
Academic vocabulary Industrial
Revolution
E 1 (9‐12) –1c Evaluating historical and contemporary choices using marginal analysis. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Analyze how the Depression contributed to the growth of socialist and communist movements and how it affected capitalist economic theory and practice in leading industrial powers in Western countries. ERA 8, 3E, 4
Academic vocabulary Depression
Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
Economics E1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance
Students demonstrate an understanding that scarcity and abundance causes individuals to make economic choices by… E 1 (9‐12) –2 E 1 (9‐12) –2a Applying the concept that personal choices often have long‐run intended and unintended consequences using historical examples. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain how the French Revolution developed from constitutional monarchy to democratic despotism to the Napoleonic empire. ERA 7, 1A, 3
Academic vocabulary French Revolution Guillotine
E 1 (9‐12) –2b Evaluating personal choices using a cost‐benefit analysis. Grade 9 ‐ World History II 1500 ‐ Present
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based
ASSESSMENT NOTES Required Common Task:
Industrial Revolution
Suggested (see list on page five) CFA A.P.P.A.R.T.S
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 32
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Essential knowledge and skills Analyze relationships between the
expanding world market economy of the 16th through 18th centuries and the development of industrialization. ERA 7, 2A, 3
Academic vocabulary Industrial owners Technological
advances
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Questions Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
Economics Economics E1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance
Students demonstrate an understanding that societies develop different ways to deal with scarcity and abundance by… E 1 9‐12) –3 E 1 (9‐12) –3a Differentiating between subsistence, traditional, mixed, command, and market economies. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain Leninist political ideology and how the Bolsheviks adapted Marxist ideas to conditions peculiar to Russia. ERA 8, 2C, 2
Academic vocabulary Command economy Russian Revolution
E 1 (9‐12) –3b Evaluating how societies differ in their management of the factors of production (land, labor, capital, and entrepreneurship). Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Evaluate ways in which popular faith in science, technology, and material progress affected attitudes toward war among European states. ERA 7, 2A, 3
Academic vocabulary Capitalism Entrepreneur Industrial
Revolution Communism Socialism
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 33
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Modern China
development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
T.V. Materials Up‐dated maps
Movies History channel Websites
Economics E2: Producers and consumers locally, nationally, and internally engage in the exchange of goods and services
Students demonstrate an understanding of the variety of ways producers and consumers exchange goods and services by… E 2 (9‐12) –1 E 2 (9‐12) –1a Analyzing the role of income, price, competition, profit, property rights, and specialization in the economy. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Analyze relationships between the
expanding world market economy of the 16th through 18th centuries and the development of industrialization. ERA 7, 2A, 3
Academic vocabulary Industrial
Revolution
E 2 (9‐12) –1b Analyzing the roles of supply and demand in an economy. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Analyze relationships between the expanding world market economy of the 16th through 18th centuries and the development of industrialization. ERA 7, 2A, 3
Academic vocabulary Supply and demand Industrialization
competitions
E 2 (9‐12) –1c Analyzing local, regional, national, and global markets for goods and services. Grade 9 ‐ World History II 1500 ‐ Present
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 34
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Essential knowledge and skills Explain leading ideas of Social Darwinism
and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism
organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Movies History channel Websites
Economics E2: Producers and consumers locally, nationally, and internally engage in the exchange of goods and services
Students analyze how Innovations and technology affects the exchange of goods and services by… E 2 (9‐12) – 2 E 2 (9‐12) – 2a investigating and synthesizing the role of technology in solving and/or creating economic issues of the past and present. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Analyze relationships between the expanding world market economy of the 16th through 18th centuries and the development of industrialization. ERA 7, 2A, 3
Academic vocabulary Industrial revolution
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 35
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
two column note taking 5‐3‐1 QAR Read around the text
Economics E3: Individuals, institutions and governments have roles in economic systems
Students demonstrate an understanding of the interdependence created by economic decisions by… E 3 (9‐12) –1
E 3 (9‐12) –1a Identifying and evaluating the benefits and costs of alternative public policies and assess who enjoys the benefits and bears the costs). Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain leading ideas of Social Darwinism and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism
E 3 (9‐12) –1a Evaluating the government’s monetary and fiscal policies). Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain how the revolution affected French society, including religious institutions, social relations, education, marriage, family life, and the legal and political position of women. ERA 7, 1A, 5
Academic vocabulary Deficit French Revolution Marie Antoinette
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 36
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Economics E3: Individuals, institutions and governments have roles in economic systems
Students demonstrate an understanding of the role of government in a global economy by… E 3 (7‐8) – 2 E 3 (9‐12) – 2a Evaluating how policymakers encourage or discourage economic activity. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain how commercial sugar production spread from the Mediterranean to the Americas and analyze why sugar, tobacco, and other crops grown in the Americas became so important in the world economy. ERA 6, 4B, 3
Analyze relationships between the expanding world market economy of the 16th through 18th centuries and the development of industrialization. ERA 7, 2A, 3
Academic vocabulary Mercantilism Adam Smith Industrial
Revolution
E 3 (9‐12) – 2b Interpreting source materials (e.g., media reports) about economic conditions and explain how these conditions influence decisions made by policy makers. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain how commercial sugar production spread from the Mediterranean to the Americas and analyze why sugar, tobacco, and other crops grown in the Americas became so important in the world economy. ERA 6, 4B, 3
Academic vocabulary Mercantilism
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 37
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Geography G1: The World in Spatial Terms: Understanding and interpreting the organization of people, places, and environments on Earth’s surface provides an understanding of the world in Spatial terms
Students understand maps, globes, and other geographic tools and technologies by… G 1 (9‐12) –1 G 1 (9‐12) –1a Analyzing spatial patterns and synthesizing with other primary and secondary sources. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain leading ideas of Social Darwinism and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism
G 1 (9‐12) –1b Analyzing the data from geographic technology (e.g., GPS and GIS) for research and application for problem solving. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Academic vocabulary German Unification
G 1 (9‐12) –1c Analyzing how place shapes events and how places may be changed by events (e.g., historical, scientific). Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Describe the characteristics of the “agricultural revolution” that occurred in England and Western Europe and analyze its effects on population growth, industrialization, and patterns of land‐holding. ERA 7, 2A, 1
Academic vocabulary Industrial
Revolution Great Britan U.S. Germany
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
ASSESSMENT NOTES Required Common Tasks:
Industrial Revolution
Suggested (see list on page five)
Geography
Students interpret the characteristics and features of maps by… G 1 (9‐12)–2
TEACHER NOTES Use formative assessment to guide instruction
RESOURCE NOTESSee resource list on page one Textbook
ASSESSMENT NOTES Required Common Tasks:
Industrial
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 38
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
G1: The World in Spatial Terms: Understanding and interpreting the organization of people, places, and environments on Earth’s surface provides an understanding of the world in Spatial terms
G 1 (9‐12)–2a Evaluating the impact of topographical features on the development of societies. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Describe the characteristics of the “agricultural revolution” that occurred in England and Western Europe and analyze its effects on population growth, industrialization, and patterns of land‐holding. ERA 7, 2A, 1
Academic vocabulary Industrialization
G 1 (9‐12)–2b Integrating visual information from maps with other sources (print & non‐print) to form a coherent understanding of an idea or event. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain the major turning points of the war, and describe the principal theaters of conflict in Western Europe, Eastern Europe, the Soviet Union, North Africa, Asia, and the Pacific. ERA 8, 4B,1
Academic vocabulary German expansion World War II
Provide opportunities forindependent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites World War II
Interactive Power Point
Revolution Suggested (see list on page five)
Geography G2: Places and Regions: Physical and human characteristics (e.g. culture, experiences, etc.) influence places
Students understand the physical and human characteristics of places by… G 2 (9‐12) –1 G 2 (9‐12) –1a Evaluating how humans interact with physical environments to form past and present communities. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Academic vocabulary
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books,
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 39
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
and regions Explain the major turning points of the war, and describe the principal theaters of conflict in Western Europe, Eastern Europe, the Soviet Union, North Africa, Asia, and the Pacific. ERA 8, 4B,1
Island hoping Pacific theater World War II
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
Geography G2: Places and Regions: Physical and human characteristics (e.g. culture, experiences, etc.) influence places and regions
Students distinguish between regions and places by… G 2 (9‐12) –2 G 2 (9‐12) –2a Analyzing and explaining how concepts of site and situation can explain the uniqueness of places. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Describe how the wars of the revolutionary and Napoleonic period changed Europe and assess Napoleon’s effects on the aims and outcomes of the revolution. ERA 7, 1A, 6
Academic vocabulary Napoleon Doomed March
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories,
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 40
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Interactive boards T.V. Materials Up‐dated maps
Websites
Geography G2: Places and Regions: Physical and human characteristics (e.g. culture, experiences, etc.) influence places and regions
Students understand different perspectives that individuals/groups have by… G 2 (9‐12) –3 G 2 (9‐12) –3a Evaluating the cultural and regional differences for potential bias from written or verbal sources. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain leading ideas of Social Darwinism and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism
TEACHER NOTES Use formative assessment to guide instruction
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Websites
ASSESSMENT NOTES Required Common Task:
Imperialism Common Task
Industrial Revolution
Suggested (see list on page five)
Geography
Students understand how geography contributes to how regions are defined / identified by… G 2 9‐12) –4
TEACHER NOTES Use formative assessment
RESOURCE NOTESSee resource list on page one
ASSESSMENT NOTES REQUIRED
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 41
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
G2: Places and Regions: Physical and human characteristics (e.g. culture, experiences, etc.) influence places and regions
G 2 (9‐12) –4a Comparing and contrasting regional characteristics to understand human events. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Explain leading ideas of Social Darwinism
and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism
G 2 (9‐12) –4b Analyzing human and physical changes in regions over time and evaluating how the geographic context contributes to those changes. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain connections among population growth, industrialization, and urbanization and evaluate the quality of life in early 19th‐century cities. ERA 7, 2B, 1
Academic vocabulary Industrialization Cities Urbanization Agricultural
revolution
to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
COMMONASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
Geography G3: Human Systems: (Movement) Human systems and human movement affect and are affected by distribution of populations and resources, relationships (cooperation and conflict), and culture.
Students understand why people do/do not migrate by… G 3 (9‐12) –1 G 3 (9‐12) –1a Investigating the causes of major migrations and evaluating the impact on affected populations. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Academic vocabulary
TEACHER NOTES Use formative assessment to guide instruction Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 42
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites
Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
Geography G3: Human Systems: (Movement) Human systems and human movement affect and are affected by distribution of populations and resources, relationships (cooperation and conflict), and culture.
Students understand the interrelationships of geography with resources by… G 3 (9‐12) –2 G 3 (9‐12) –2a Evaluating the environmental consequences of resource consumption. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills Explain leading ideas of Social Darwinism
and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism
TEACHER NOTES Use formative assessment to guide instruction Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V.
ASSESSMENT NOTES Required Common Task:
Imperialism Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 43
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Materials Up‐dated maps Websites
Geography G3: Human Systems: (Movement) Human systems and human movement affect and are affected by distribution of populations and resources, relationships (cooperation and conflict), and culture.
Students understand how geography influences human settlement, cooperation or conflict by… G 3 (9‐12) –3 G 3 (9‐12) –3a Analyzing these relationships in a given historical or current example. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain leading ideas of Social Darwinism and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism Protectorate
TEACHER NOTES Use formative assessment to guide instruction
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites
ASSESSMENT NOTES Required Common Task:
Imperialism Suggested (see list on page five)
Geography G4: Environment and Society: Patterns emerge settle, modify, and interact on Earth’s surface to limit or
Students explain how humans depend on their environment by… G 4 (9‐12)‐1 G 4 (9‐12)‐1a Researching and reporting specific examples of how human dependence on the environment has impacted political, economic, and/or social decisions. . Grade 9 ‐ World History II 1500 ‐ Present
TEACHER NOTES Use formative assessment to guide instruction Facilitates strategies of summarizing and paraphrasing
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997)
ASSESSMENT NOTES Required Common Task:
Imperialism Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 44
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
promote human activities.
Essential knowledge and skills Explain leading ideas of Social Darwinism
and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism
graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites
Geography G4: Environment and Society: Patterns emerge settle, modify, and interact on Earth’s surface to limit or promote human activities.
Students explain how humans react or adapt to an ever‐changing physical environment by… G 4 (9‐12)‐2 G 4 (9‐12)‐2a Examining a specific case study of how a society reacted or adapting to a physical environmental change and argue opposing solutions. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Describe the characteristics of the “agricultural revolution” that occurred in England and Western Europe and analyze its effects on population growth, industrialization, and patterns of land‐holding. ERA 7, 2A, 1
Academic vocabulary Agricultural
revolution Population Industrialization
TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map),
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 45
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
Geography G4: Environment and Society: Patterns emerge settle, modify, and interact on Earth’s surface to limit or promote human activities.
Students explain how human actions modify the physical environment by… G 4 (9‐12) –3 G 4 (9‐12) –3a Analyzing the relationship between human action and the environment over time, using researched evidence. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Assess the effects of the discovery of diamonds and gold in South Africa on political and race relations among British colonial authorities, Afrikaners, and Africans. ERA 7, 5E, 5
Academic vocabulary Imperialism Leopold
G 4 (9‐12) –3b Comparing and contrasting the physical, social, and economic impacts to suit and satisfy human needs. Grade 9 ‐ World History II 1500 ‐ Present
Essential knowledge and skills
Explain leading ideas of Social Darwinism and scientific racism in 19th‐century Europe and assess the importance of these ideas in activating European imperial expansion in Africa and Asia. ERA 7, 5C, 1
Academic vocabulary Imperialism
TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments
Facilitates strategies of summarizing and paraphrasing graphic organizers:
sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales),
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies
ASSESSMENT NOTES Required Common Task:
Imperialism Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 46
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)
two column note taking 5‐3‐1 QAR Read around the text
History channel Websites
COMMON CORE LITERACY Reading
Key Ideas and Details
(RH)
Students RH.9‐10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9‐10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.9‐10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
TEACHER NOTES 3‐2‐1 A Text coding A.P.P.A.R.T.S. Accountable talk Graphic organizers Power notes Text coding Text composition
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
COMMON CORE LITERACY
Students
TEACHER NOTES
RESOURCE NOTESSee resource list on
ASSESSMENT NOTES
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 47
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Reading Craft and Structure
(RH)
RH.9‐10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. RH.9‐10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH. 9‐10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
A.P.P.A.R.T.S. Graphic organizers Power notes Summarize/note‐taking Think‐pair‐share Turn and talk Visual illustrations
page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
COMMON CORE LITERACY Reading
Integration of Knowledge and Ideas
(RH)
Students RH. 9‐10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH. 9‐10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims. RH. 9‐10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
TEACHER NOTES Graphic organizers Graphs and charts Thematic maps Venn diagrams
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 48
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites
Portfolio Tasks Suggested (see list on page five)
COMMON CORE LITERACY Reading
Range of Reading (RH)
Students RH. 9‐10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
TEACHER NOTES
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 49
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Websites
COMMON CORE LITERACY Writing
Text Types and Purposes
Arguments Information
Students WHST. 9‐10.1 Write arguments focused on discipline‐specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline‐appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument
presented. WHST. 9‐10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain‐specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
TEACHER NOTES
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps
Movies History channel Websites
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 50
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
COMMON CORE
LITERACY Writing
Production and Distribution (WHST)
Students WHST.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.. WHST9‐10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST.9‐10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
TEACHER NOTES
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites
ASSESSMENT NOTES Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
COMMON CORE LITERACY Writing
Research to Build and Present Knowledge
(WHST)
Students WHST.6‐8.7 Conduct short as well as more sustained research projects to answer a question (including a self‐ generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.6‐8.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST.6‐8.9 Draw evidence from informational texts to support analysis, reflection, and research.
TEACHER NOTES
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials
ASSESSMENT NOTES Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 51
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials Up‐dated maps Websites
Suggested (see list on page five)
COMMON CORE LITERACY Writing
Range of Writing (WHST
Students WHST.6‐8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.
TEACHER NOTES
RESOURCE NOTESSee resource list on page one Textbook World History, Connections to Today (1997) Supplementary Books, Teacher (T) Student (S) “Upfront Magazine” and teacher materials aligned to ELA Common Core Standards
Enjoy Global History Global History Document‐based Questions
Technology Computers LCD projectors Interactive boards T.V. Materials
ASSESSMENT NOTES Common Mid‐year
Exam Common Final
Exam Common
Formative Assessments (CFA)
Common Summative Assessments (CSA)
Portfolio Tasks Suggested (see list on page five)
WORLD HISTORY II 1500 ‐ PRESENT CURRICULUM Grade 9 Curriculum Writers: Michael Clancey, Keith Holubesko, and Rachelle Myllymaki
6/12/2013 Middletown Public Schools 52
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Up‐dated maps Websites