greeley /evans school district #6

Greeley /Evans School District #6

World Studies Curriculum Guide 2016-2017

Unit Titles Unit Length

The Renaissance, Reformation, and Enlightenment 4 weeks

The French Revolution 3 weeks

The Industrial Revolution 3 weeks

Imperialism 3 weeks

World War I 3 weeks

Weld County School District 6 Social Studies Curriculum Alignment

Social studies instruction in Weld County School District 6 will prepare students to become productive, active, educated citizens who understand the

importance of our nation's democratic society and the decisions made and sacrifices required to protect the foundational elements of our society; equality,

liberty, and justice. Student understanding of these aspects will rely upon approaches that present social studies as a discipline of inquiry and

analysis. Students will be expected to partake in the active process of asking good questions about the past, finding and analyzing sources, and drawing

conclusions supported by evidence. (Mandell, 3) Through this process, Greeley Evans District 6 students will see social studies as a disciplinary way of thinking

that encourages them to analyze historical evidence, evaluate it, and then demonstrate their understanding of that evidence. (Mandell, 1) Instruction within

Weld County School District 6 will also develop student’s social science disciplinary literacy skills. Students will become familiar with the processes of using

both primary and secondary sources to evaluate and synthesize historical evidence in order to ask and answer questions about the past that will lead to their

ability to better understand and participate in the world around them through literacy skills of reading, discussing, and writing in analytical, explanatory, and

argumentative modes. (Schmoker, 39)

Social studies is essential to understanding the complexity of the world. It provides the context and understanding of how humans interact with each

other and with the environment over time. It offers the crucial knowledge needed to create a framework for understanding the systems of society. (Colorado,

2) To meet these expectations, Weld County School District 6 social studies instructional designs are based on the frame works of the Colorado Academic

Social Studies Standards.

Students attending District 6 schools will develop the following grade level expectations in high school to prepare them in their development to meet the

prepared graduate expectations of the Colorado Academic Standards.

History:

1. The historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop

interpretations defended by evidence from a variety of primary and secondary sources

2. Analyze the key concepts of continuity and change, cause and effect, complexity, unity and diversity over time

3. The significance of ideas as powerful forces throughout history

Geography

1. Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions

2. Explain and interpret geographic variables that influence the interaction of people, places, and environments

3. The interconnected nature of the world, its people and places

Economics

1. Productive resources - natural, human, capital - are scarce; therefore choices are made about how individuals, businesses, governments, and

societies allocate these resources

2. Economic policies impact markets

3. Government and competition impact markets

4. Design, analyze, and apply a financial plan based on short- and long-term financial goals (PFL)

5. Analyze strategic spending, saving, and investment options to achieve the objectives of diversification, liquidity, income, and growth (PFL)

6. The components of personal credit to manage credit and debt (PFL)

7. Identify, develop, and evaluate risk-management strategies (PFL)

Civics

1. Research, formulate positions, and engage in appropriate civic participation to address local, state, or national issues or policies

2. Purposes of and limitations on the foundations, structures and functions of government

3. Analyze how public policy - domestic and foreign - is developed at the local, state, and national levels and compare how policy-making occurs in

other forms of government

Discipline Literacy: The Colorado Academic Standards for Social Studies identifies the following discipline literacy expectations for high school

students.

History 1: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and

develop interpretations defended by evidence

a. Evaluate a historical source for point of view and historical context (DOK 2-3)

b. Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources

located on the Internet, to support or reject hypotheses (DOK 1-3)

c. Construct and defend a written historical argument using relevant primary and secondary sources as evidence (DOK 1-4)

d. Differentiate between facts and historical interpretations, recognizing that a historian’s narrative reflects his or her judgment about the

significance of particular facts (DOK 2-3)

Geography 1: Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions

a. Gather data, make inferences and draw conclusions from maps and other visual representations (DOK 1-3)

b. Create and interpret various graphs, tables, charts, and thematic maps (DOK 1-3)

c. Analyze and present information using a variety of geographic tools and geographic findings in graphs, tables, charts, and thematic maps

(DOK 1-3)

d. Locate physical and human features and evaluate their implications for society (DOK 1-3)

Civics 1: Research, formulate positions, and engage in appropriate civic participation to address local, state, and national issues or policies

e. Critique various media sources for accuracy and perspective (DOK 2-3)

Civics 2: Purposes of and limitations on the foundations, structures and functions of government

e. Use media literacy skills to locate multiple valid sources of information regarding the foundations, structures, and functions of government

(DOK 1-3)

Development of Discipline Literacy in Social Sciences during high school: Students development of disciplinary literacy skills throughout the year

becomes more complex in analysis and communication of understanding of primary and secondary sources. Below is an example of what that

progression could look like.

Information Literacy – Effectively analyze primary and secondary sources, detect bias, use learning tools, including technology, and clearly

communicate thoughts using sound reasoning.

Constructing clear topic sentences

Effectively using textual evidence to support topic sentence

Developing a clear summary/commentary of a document working with evidence and topic sentence

Determining bias of a source

Determining intended audience of a source

Creating an evidence based argument

Evaluating multiple sources on a topic

Understanding the elements of primary vs. secondary sources and the types of insights they provide

Perfecting the final written response

Annotated Unit Template

Unit: Timeline: Enduring Concepts:

Title of unit establishing content topic Overarching concept that students will develop understanding throughout the

unit.

Central Historical Conceptual Understandings

Central historical concepts are organizing themes that provide students a focused approach to develop deep understanding of themselves, our

society, and the larger world around us.

Grade Level Expectations (GLE):

Expectations identified through the Colorado Academic Standards for Social Studies that articulate the knowledge and skills that indicate a student is

making progress toward being a prepared graduate.

Inquiry Question(s): (From the standards document):

The engaging, debatable, and over-arching questions that frame the unit. These are relevant, catch students’ interest, and guide students to think more

conceptually and abstractly (i.e., these questions will not have one “correct” answer)

Key Concepts and Vocabulary

Essential Vocab: Vocabulary critical to develop understanding of enduring concepts Supplemental Vocab: Supportive vocabulary that provides access to understanding key people, actions, principles, and decisions that played influential factors of the period.

Generalizations

My students will Understand that…

The essential and conceptual understandings in which two or more concepts are stated in a relationship and are supported by the critical content.

Generalizations represent the big/deep student understandings that build as result from the teaching of a unit; they transfer/apply across learning

experiences.

Critical Content:

My students will Know…

Key Skills:

My students will be able to (Do)…

The “locked in time and place” topics and factual information that

students must know in order to successful master the unit’s larger

understandings (generalizations)

The transferable skills (i.e., skills that are applicable across content areas) that

will be introduced and/or refined in order for students to successful master the

unit’s larger understandings (generalizations)

Assessments Suggested Resources and Instructional Activities

Suggested assessment approaches to measure

concept understanding and content literacy skill

development.

Resources

Suggested resources to support instructional development to provide critical content and skill

development.

Instructional Activities

Suggested instructional practices that develop student understandings of identified concepts,

generalizations, content, and disciplinary literacy skills.

Literacy Development

Sequential development of literacy skills that develops student abilities to access information and clearly communicate understandings of content related

to larger concepts.

Unit 1 Renaissance, Reformation, and Enlightenment: (4 weeks)

Suggested Big Idea How did Humanism represent the awakening of learning following the Middle Ages?

Analyze the change in societal and religious values that challenged the Catholic Church and brought about Reformation.

Analyze events that led Enlightenment scientists and thinkers to question old ideas and revolutionize the arts, religion, government and society.

Prepared Graduate

Competency

H.2. Analyze key historical periods and patterns of change over time within and across nations and cultures

G.2. Examine places and regions and the connections among them

C.2. Analyze origins, structure, and functions of governments and their impacts on societies and citizens

End of Unit Performance

Task

Unit 1 Building Common Assessment

Colorado Academic

Social Studies Priority

Standards

Colorado Academic

Social Studies

Supporting Standards

Disciplinary Skill

Development

Cross-Content

Connections

Complex Texts Vocabulary Writing Focus

H.2.a: Evaluate

continuity and change

over the course of world

history (DOK 1-3)

H. 3 (GLE): The

significance of ideas as

powerful forces

throughout history

G.3.a: Explain how the

uneven distribution of

resources in the world

can lead to conflict,

competition, or

cooperation among

nations, regions, and

cultural groups (DOK 1-

2)

C.2.a: Describe the

origins, purposes and

limitations of government

and include the

contribution of key

philosophers and

documents (DOK 1-2)

H.2.b: Investigate

causes and effects of

significant events in

world history (DOK 1-2)

H.2.c: Analyze the

complexity of events in


H.3.a: Discuss the

historical development

and impact of major

world religions and

philosophies. Topics to

include but not limited to

the Enlightenment

H.3.c: Evaluate the


and impact of political

thought, theory and

actions (DOK 1-3)

(DOK 1-3)

H.3.f: Describe and

analyze the historical

development and impact

of the arts and literature

on culture (DOK 1-3)

G.3.c: Explain how

migration of people and

movement of goods and

ideas can enrich cultures,

but also create tensions

(DOK 1-2)

C.2.b: Identify the

structure, function, and

roles of members of

government and their

Priority

H.1.c: Construct and

defend a written

historical argument

using relevant primary

and secondary sources

as evidence

(DOK 1-4)

Support

H.1.a: Evaluate a

historical source for

point of view and

historical context

(DOK 2-3)

H.1.d: Differentiate

between facts and

historical

interpretations,

recognizing that a

historian’s narrative

reflects his or her

judgment about the

significance of

particular facts

(DOK 2-3)

CCSS.ELA-

LITERACY.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.

CCSS.ELA-

LITERACY.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.

CCSS.ELA-

LITERACY.RH.9-10.8 Assess the extent to

which the reasoning and

evidence in a text support

the author's claims.

CCSS.ELA-

LITERACY.RH.9-10.9 Compare and contrast

treatments of the same

topic in several primary

and secondary sources.

Renaissance

Humanism

Secular

Patron

Perspective

Vernacular

Utopia

Printing Press Indulgence

Reformation

Lutheran

Protestant

Peace of Augsburg

Annul

Anglican

95 Theses

Reformation

Predestination

Calvinism

Theocracy

Presbyterian

Anabaptist

Catholic Reformation

Jesuits

Council of Trent

Geocentric theory

Scientific Revolution

Heliocentric theory

Scientific method

Enlightenment

Social Contract

Philosophe

Salon

Baroque

Neoclassical

Enlightened despot

CCSS.ELA-

LITERACY.WHST.9-

10.1.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.

CCSS.ELA-

LITERACY.WHST.9-

10.2.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

http://www.corestandards.org/ELA-Literacy/RH/9-10/1/








http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/b/






relationship to

democratic values (DOK

1-2)

C.2.c: Analyze and

explain the importance of

the principles of

democracy and the

inherent competition

among values. Values to

include but not be limited

to freedom and security,

individual rights and

common good, and rights

and responsibilities

(DOK 2-3)

C.2.d: Analyze the role

of the founding

documents and the

evolution of their

interpretation through

governmental action and

court cases. Documents

to include but not limited

to the United States

Constitution and the Bill

of Rights (DOK 2-3)

Declaration of

Independence

Checks and balances

Federal system

Bill of Rights


The Renaissance, Reformation, and Enlightenment 4 week

Explain the causes and effects of the reawakening of learning during the Renaissance. Analyze the change in societal and religious values that challenged the Catholic Church and brought about Reformation. Analyze events that led Enlightenment scientists and thinkers to question old ideas and revolutionize the arts, religion, government and society.

Conceptual Understandings

The character of human societies have changed over time in their view of the individual, not only in terms of legal freedom or its denial, but also in terms

of values societies have placed on individual development or initiative.

Economic and technological developments have resulted in the quest to sustain and improve life across human society.

People’s understanding of themselves, their moral imperatives, and place in the universe has changed over time.

Political Theories and organizations have developed in the quest for effective order, power, and for just and humane relationships.


History 1: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence History 2: The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time Geography 1: Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions. Geography 2: Explain and interpret geographic variables that influence the interactions of people, places and environments


History 1 (GLE) How does the point of view of the historian impact how history is interpreted? Why are historical questions important? How do historical thinkers use primary and secondary sources to formulate historical arguments? How might historical inquiry be used to make decisions on contemporary issues?

History 2 (GLE)

What impact have individuals had on history? How has culture defined civilization?

How does society decide what is important in history? What ideas have united people over time? How has diversity impacted the concept of change over time? History 3 (GLE) What if the belief “all men are created equal” did not exist? Which ideas provide the greatest insight to understanding a culture or nation’s history?

How have music, art, and literature reflected powerful ideas throughout history? How have philosophical and religious traditions affected the development of political institutions? How have scientific and technological developments affected societies? Geography 1 (GLE) What is the significance of spatial orientation, place, and location? How do the division and control of the physical, social, political, and cultural spaces on Earth cause cooperation or conflict? Geography 2 (GLE) Why do countries and cultures struggle to maintain spatial cohesiveness and national identity? What might happen if we thought locally and acted globally?

Generalizations


Humanism and Enlightenment ideals led to the questioning and changes in art, society, religion, sciences, and government.

Essential Content:


Key Skills:


I. TWB: Explain the conditions in Italy which gave rise to the

Renaissance

a. Italy: Birthplace of the Renaissance

1. Humanism

2. Secular

3. Patron

4. Perspective

b. Northern Renaissance

1. Utopia

2. Printing Press

3. Medici Family

4. Leonardo DaVinci

II. TLW: Analyze historical forces and religious issues that sparked

the Reformation.

a. Emergence of the Reformation

1. Indulgence

2. Reformation

3. Protestant

Evaluate a historical source for point of view and historical context H.1.a Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses H.1.b Differentiate between facts and historical interpretations, recognizing that a historian’s narrative reflects his or her judgment about the significance of particular facts H.1.d Evaluate continuity and change over the course of world history H.2.a Investigate causes and effects of significant events in world history H.2.b

4. 95 Theses

5. Lutheran

6. Peace of Augsburg

7. Annul

8. Anglican

b. The Reformation Continues

1. Predestination

2. Calvinism

3. Theocracy

III. Explain the Enlightenment's influence on American government

and ideals.

a. Scientific Revolution

1. Scientific Revolution

2. Geocentric Theory

3. Heliocentric Theory

b. Enlightenment in Europe

1. Enlightenment

2. Social Contract

3. Philosophe

c. Enlightenment Spreads

1. Salon

d. American Revolution

1. Declaration of Independence

2. Checks and Balances

3. Bill of Rights

Analyze the complexity of events in world history (DOK 2-3) H.2.c Examine and evaluate issues of unity and diversity in world history H.2.d

Investigate the historical development of and impact of major scientific and

technological innovations.

H.3.b

Evaluate the historical development and impact of political thought, theory

and actions

H.3.c

Gather data, make inferences and draw conclusions from maps and other visual representations G.1.a Create and interpret various graphs, tables, charts, and thematic maps G.1.b Apply geography skills to help investigate issues and justify possible resolutions involving people, places, and environments. G.2.a


Performance Tasks: Unit 1 Assessment Analyze primary and secondary sources Possible Writing Prompts: Explain how Renaissance ideas were expressed in the art of the time. Identify some of the important Renaissance artists and their achievements. Describe the origins of the Elizabethan Age and Elizabethan drama.

Resources Reading like a Historian: The Black Death, Martin Luther, Galileo Art: Last supper, David, Mona Lisa, school of Athens, etc. Crash Course History: Renaissance, Reformation, Independence Luther PBS movie, 95 Thesis reading 95 Thesis/ problems music video Thomas Moore: Utopia.

Explain how printing spread ideas. Analyze historical forces and religious issues that sparked the Reformation. Analyze the impact of Luther’s religious revolt. Explain the spread of the Protestant faith to England. Explain Calvin’s Protestant teachings. Describe the beliefs of other reformers and the roles of women in the Reformation. Summarize the legacy of the Reformation. Explain the circumstances that led to the Scientific Revolution. Explain the ideas of Hobbes and Locke and other Enlightenment philosophers. Describe the impact women had during the Enlightenment. Explain the legacy of the Enlightenment. Show how Enlightenment ideas reformed monarchies in Prussia, Austria, and Russia. Explain the Enlightenment’s influence on American government.

Historical Documents: Declaration of rights of Man, Declaration of Independence, Leviathan, Vindication of Rights of Women, The Prince excerpt, The Courtier, Leonardo Diaries, Cartoon History of the Universe Modern World History textbook and Supplements


Writing editorials or political cartoons Debate Classification Chart Jigsaw Journal Entries ACAPS (Author, Context, Audience, Purpose, Significance) P-A-G-E (Problem, Ask for information, Goals, Effects – Decision Making in U.S. History) Cornell Notes Cause/Effect Journal Interpreting Tables, Graphs, and Charts


Critical Thinking and Reasoning – embedded throughout the course Information Literacy – Effectively analyze primary and secondary sources, detect bias, use learning tools, including technology, and clearly communicate thoughts using sound reasoning.

Past learning – topic sentences

Past learning – textual evidence to support topic sentence

Past learning – summary/commentary of document working with evidence and topic sentence

Past learning – determining bias of a source

UNIT FOCUS – Determining intended audience of a source

Unit 2 French Revolution: (3 weeks)

Suggested Big Idea Analyze the attempt and failure of the French people to create a revolution based off of Enlightenment ideas.

Prepared Graduate

Competency





Task


Colorado Academic


Standards

Colorado Academic

Social Studies


Disciplinary Skill

Development

Cross-Content

Connections


H.2.a: Evaluate



history (DOK 1-3)

H. 3 (GLE): The


powerful forces

throughout history



resources in the world can

lead to conflict,

competition, or

cooperation among



2)

C.2.a: Describe the



and include the

contribution of key

philosophers and

documents (DOK 1-2)

C. 3.e: Illustrate how

various governments and

leaders interact and

evaluate how interactions

among nations affect

domestic and world

events (DOK 1-3)

H.2.b: Investigate




H.2.c: Analyze the



H.3.c: Evaluate the



thought, theory and

actions (DOK 1-3)

G.3.c: Explain how





(DOK 1-2)

C.2.b: Identify the

structure, function, and

roles of members of

government and their

relationship to

democratic values (DOK

1-2)

C.2.c: Analyze and

explain the importance of

the principles of

democracy and the

inherent competition

among values. Values to

include but not be limited

to freedom and security,

individual rights and

common good, and rights

and responsibilities

(DOK 2-3)

Priority


defend a written

historical argument



as evidence

(DOK 1-4)

Support

H.1.a: Evaluate a


point of view and

historical context

(DOK 2-3)


between facts and

historical

interpretations,

recognizing that a


reflects his or her

judgment about the

significance of

particular facts

(DOK 2-3)

CCSS.ELA-


evidence to support


secondary sources,



the information.

CCSS.ELA-



are used in a text,



social, or economic


science.

CCSS.ELA-





CCSS.ELA-





Old Regime

1st, 2nd, 3rd Estates

Estates-General

The National Assembly

Limited Monarchy

Legislative Assembly

Coup d’état

Concordat

Napoleonic Code

Guillotine

Blockade

The Continental System

Scorched Earth

Guerillas

Balance of Power

Legitimacy

CCSS.ELA-

LITERACY.WHST.9-



supplying data and




claim(s) and

counterclaims in a





level and concerns.

CCSS.ELA-

LITERACY.WHST.9-

10.2.B





concrete details,


information and


the audience's

















of the founding

documents and the

evolution of their



court cases. (DOK 2-3)

C.3.f: Compare and

contrast how different

systems of government

function (DOK 1-2)


The French Revolution 3 weeks Analyze the attempt and failure of the French people to create a

revolution based off of Enlightenment ideas.








History 1: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence History 2: The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time History 3: The significance of ideas as powerful forces throughout history Geography 1: Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions. Geography 2: Explain and interpret geographic variables that influence the interactions of people, places and environments


History 1 (GLE) How does the point of view of the historian impact how history is interpreted? Why are historical questions important? How do historical thinkers use primary and secondary sources to formulate historical arguments? How might historical inquiry be used to make decisions on contemporary issues?

History 2 (GLE)

What impact have individuals had on history? How has culture defined civilization?

How does society decide what is important in history? What ideas have united people over time? How has diversity impacted the concept of change over time? History 3 (GLE) What if the belief “all men are created equal” did not exist?

Which ideas provide the greatest insight to understanding a culture or nation’s history? How have music, art, and literature reflected powerful ideas throughout history? How have philosophical and religious traditions affected the development of political institutions? How have scientific and technological developments affected societies? Geography 1 (GLE) What is the significance of spatial orientation, place, and location? How do the division and control of the physical, social, political, and cultural spaces on Earth cause cooperation or conflict? Geography 2 (GLE)

Why do countries and cultures struggle to maintain spatial cohesiveness and national identity? What might happen if we thought locally and acted globally?

Generalizations


The power of Enlightenment ideals and how belief can lead to conflict and revolution.

Critical Content:


Key Skills:


I. TLW: Summarize the factors that led to the French Revolution

a. French Revolution Begins

1. Old Regime

2. 1st, 2nd, 3rd, Estates

3. Marie Antoinette

4. Louis XVI

5. Estates General

6. National Assembly

7. Storming the Bastille

8. Great Fear

9. Tennis Court Oath

b. Revolution Brings Reform and Terror

1. Limited Monarchy

2. Legislative Assembly

3. Guillotine

4. Reign of Terror

Evaluate a historical source for point of view and historical context H.1.a Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses H.1.b Differentiate between facts and historical interpretations, recognizing that a historian’s narrative reflects his or her judgment about the significance of particular facts H.1.d Evaluate continuity and change over the course of world history H.2.a Investigate causes and effects of significant events in world history H.2.b

5. Maximilien Robspierre

6. Rights of Man

II. TLW: Explain how Napoleon Bonaparte came to power.

a. Napoleon’s rise to power

1. Napoleon Bonaparte

2. Coup d’état

3. Battle of Trafalgar

4. Napoleonic Code

5. Concordat

b. Napoleon’s Empire Collapses

1. Blockade

2. Continental System

3. Hundred Days

4. Guerilla

5. Waterloo

6. Peninsular War

c. Congress of Vienna

1. Balance of Power

2. Legitimacy

Analyze the complexity of events in world history (DOK 2-3) H.2.c Examine and evaluate issues of unity and diversity in world history H.2.d Investigate the historical development of and impact of major scientific and technological innovations. H.3.b Evaluate the historical development and impact of political thought, theory and actions H.3.c Gather data, make inferences and draw conclusions from maps and other visual representations G.1.a Create and interpret various graphs, tables, charts, and thematic maps G.1.b Apply geography skills to help investigate issues and justify possible resolutions involving people, places, and environments. G.2.a


Performance Tasks Unit 2 Assessment Social Studies Midterm Assessment Possible Writing Prompts Summarize the factors that led to the French Revolution Describe the creation of the National Assembly and the storming of the Bastille and explain the impact of the National Assembly on France’s government. Explain the importance of the Great Fear and the women’s march on Versailles.

Resources Declaration of Rights of Man, Liberate simulation History Channel: French Revolution Cartoon History of the Universe Crash Course: French Revolution Reading like a Historian: Reign of Terror Political Cartoons: Napoleon Political cartoons, Three Estates Cartoon Build your own guillotine

Summarize the positions of the three factions that tried to govern France. Explain how war and the king’s execution affected the Revolution. Describe the events and the aftermath of the Reign of Terror. Explain how Napoleon came to power. Summarize how Napoleon restored order in France.

Describe the extent and weaknesses of Napoleon’s empire. Explain Napoleon’s tactical and political mistakes. Summarize Napoleon’s defeat, exile, and final downfall. List the results of the Congress of Vienna. Extrapolate on how the ideas of the French Revolution continue to influence people.

Historical Documents: Napoleonic Code excerpt Modern World History textbook and supplements.


Jigsaw Journal Entries ACAPS (Author, Context, Audience, Purpose, Significance) P-A-G-E (Problem, Ask for information, Goals, Effects – Decision Making in U.S. History) Cornell Notes Cause/Effect Journal Interpreting Tables, Graphs, and Charts







Past learning - determine intended audience of a source

UNIT FOCUS – Creating an evidence based argument

Unit 3 Industrial Revolution: (3 week)

Suggested Big Idea How did the end of the domestic system, the Enclosure movement, and technological advancements lead to the birth of industry and urbanization in Great Britain?

Prepared Graduate

Competency



E.1. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy



Task


Colorado Academic


Standards

Colorado Academic

Social Studies


Disciplinary Skill

Development

Cross-Content

Connections


H.2.a: Evaluate



history (DOK 1-3)

H. 3 (GLE): The


powerful forces

throughout history





competition, or

cooperation among



2)

E. 1.a: Analyze the

relationships between

economic goals and the

allocation of scarce

resources (DOK 2-3)

E.3.a: Analyze the role

of government within

different economies.

Topics to include but not

limited to command

socialism, communism,

and market capitalism

(DOK 1-3)

C.2.a: Describe the


H.2.b: Investigate




H.2.c: Analyze the



H.3.b: Investigate the

historical development of

and impact of major

scientific and

technological

innovations. Topics to


the Industrial Revolution

(DOK 1-4)

H.3.c: Evaluate the



thought, theory and

actions (DOK 1-3)

G.3.c: Explain how





(DOK 1-2)

E.1.b: Explain how

economic choices by

individuals, businesses,

governments, and

societies incur

opportunity costs

(DOK 1-2)

E.3.b: Analyze the role

of competition within

Priority


defend a written

historical argument



as evidence

(DOK 1-4)

Support

H.1.a: Evaluate a


point of view and

historical context

(DOK 2-3)


between facts and

historical

interpretations,

recognizing that a


reflects his or her

judgment about the

significance of

particular facts

(DOK 2-3)

CCSS.ELA-

LITERACY.RH.9-10.1

Cite specific textual

evidence to support


secondary sources,



the information.

CCSS.ELA-



are used in a text,



social, or economic


science.

CCSS.ELA-





CCSS.ELA-





Enclosures

Industrialization

Factors of production

Factory production

Steam Engine

Entrepreneur

Urbanization

Utopia

Socialism

Middle class

Working Class

Stock

Corporation

Laissez Faire

Capitalism

Utilitarianism

Communism

Union

Strike

CCSS.ELA-

LITERACY.WHST.9-



supplying data and




claim(s) and

counterclaims in a





level and concerns.

CCSS.ELA-

LITERACY.WHST.9-

10.2.B





concrete details,


information and


the audience's

















and include the

contribution of key

philosophers and

documents (DOK 1-2)

C. 3.e: Illustrate how





domestic and world

events (DOK 1-3)

different market

structures. Topics to


pure competition,

monopolistic

competition, oligopoly,

and monopoly (DOK 1-

3)

E.3.c: Compare and

contrast economic

systems in terms of their

ability to achieve

economic goals

(DOK 2-3)


of the founding

documents and the

evolution of their



court cases. (DOK 2-3)

C.3.f: Compare and

contrast how different

systems of government

function (DOK 1-2)


The Industrial Revolution 3 weeks

How did the end of the domestic system, the Enclosure movement, and

technological advancements lead to the birth of industry and urbanization

in Great Britain?








History 1: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence History 2: The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time History 3: The significance of ideas as powerful forces throughout history Geography 3: The interconnected nature of the world, its people and places Economics 2: Economic policies affect markets


History 1 (GLE) Why are historical questions important?

History 2 (GLE)

What impact have individuals had on history? How does society decide what is important in history? History 3 (GLE) How have philosophical and religious traditions affected the development of political institutions? How have scientific and technological developments affected societies?

Economics 3 (GLE)

What is government’s role in a market economy?

Geography 3 (GLE)

How do cooperation and conflict influence the division and control of the social, economic, and political spaces on Earth?

Generalizations


How the change in production to machine made goods lead to social and political inequities.

Critical Content:


Key Skills:


I. TLW: Describe the social and economic effects of

industrialization and urbanization.

a. Beginnings of Industrialization

1. Industrial Revolution

2. Industrialization

3. Factors of Production

4. Entrepreneur

5. Enclosures

6. Factory production

7. Steam Engine

b. Industrialization

1. Urbanization

2. Middle Class

c. Industrialization Spreads

1. Stock

2. Corporation

d. Reforming the Industrial World

1. Laissez-Faire

2. Unitarianism

3. Capitalism

4. Socialism

5. Communism

6. Union

7. Strike

8. Adam Smith: Wealth of Nations

9. Karl Marx: Communist Manifesto

Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses H.1.b Evaluate continuity and change over the course of world history H.2.a Investigate causes and effects of significant events in world history H.2.b Investigate the historical development of and impact of major scientific and technological innovations. H.3.b Evaluate the historical development and impact of political thought, theory and actions H.3.c

Analyze and present information using a variety of geographic tools and geographic findings in graphs, tables, charts, and thematic maps G.1.c Identify government activities that affect the local, state, or national Economy E.2.a


Performance Tasks: Unit 3 Test Possible Writing Prompts Explain the beginnings of the Industrialization in Britain Describe key inventions that furthered the Industrial Revolution Describe the social and economic effects of Industrialization Examine growing tensions between the middle and working classes Describe industrialization in the United States and Europe Identify thinkers and ideas that supported industrialization Describe other reform movements of the 1800’s

Resources A Visit to London Reading Documentary: The children who built Victorian London Cartoon History of the Universe Crash Course: Industrialization Reading like a Historian: Factory Life Growing Pains Simulation Horrible History Video Terrible Video Court for King Cholera Political Cartoon http://www.schoolhistory.co.uk/ Modern World History


Writing editorials or political cartoons Debate/ philosophical chairs Classification Chart Jigsaw Journal Entries ACAPS (Author, Context, Audience, Purpose, Significance) P-A-G-E (Problem, Ask for information, Goals, Effects – Decision Making in U.S. History) Cornell Notes







Past learning - determine intended audience of a source

http://www.schoolhistory.co.uk/

Past learning – creating an evidence based argument

UNIT FOCUS – Evaluating multiple sources on a topic

Unit 4 Imperialism: (3 weeks)

Suggested Big Idea How did the needs of Industrialization encourage European Imperialism and set the stage for WWI?

Prepared Graduate

Competency






Task


Colorado Academic


Standards

Colorado Academic

Social Studies


Disciplinary Skill

Development

Cross-Content

Connections


H.2.a: Evaluate



history (DOK 1-3)

H. 3 (GLE): The


powerful forces

throughout history



resources in the world can

lead to conflict,

competition, or

cooperation among



2)





limited to command



(DOK 1-3)

C.3.e: Illustrate how





domestic and world

events (DOK 1-3)

H.2.b: Investigate




H.2.c: Analyze the



H.3.c: Evaluate the



thought, theory and

actions (DOK 1-3)

H.2.d: Examine and

evaluate issues of unity

and diversity in world

history (DOK 1-3)

H.3.a: Discuss the


and impact of major

world religions and



modern changes in

Christianity, Islam,

Judaism, Buddhism and

Hinduism (DOK 1-3)



and impact of major

scientific and

technological

innovations. (DOK 1-4)

G.3.b: Explain that the

world’s population is

increasingly connected to

and dependent upon

Priority


defend a written

historical argument



as evidence

(DOK 1-4)

Support

H.1.a: Evaluate a


point of view and

historical context

(DOK 2-3)


between facts and

historical

interpretations,

recognizing that a


reflects his or her

judgment about the

significance of

particular facts

(DOK 2-3)

CCSS.ELA-

LITERACY.RH.9-10.1

Cite specific textual

evidence to support


secondary sources,



the information.

CCSS.ELA-



are used in a text,



social, or economic


science.

CCSS.ELA-





CCSS.ELA-





Imperialism

Racism

Social Darwinism

Maxim Gun

Berlin Conference

Boer

Zulu

Indirect Control

Direct Control

Colony

Protectorate

Sphere of Influence

Economic Imperialism

Paternalism

Assimilation

Geopolitics

Sepoy

Mutiny

Raj

Pacific Rim

CCSS.ELA-

LITERACY.WHST.9-



supplying data and




claim(s) and

counterclaims in a





level and concerns.

CCSS.ELA-

LITERACY.WHST.9-

10.2.B





concrete details,


information and


the audience's
















other people for both

human and natural

resources (DOK 1-2)

G.3.c: Explain how





(DOK 1-2)

G.3.d: Analyze how

cooperation and conflict

influence the division

and control of Earth

(DOK 1-2)



different market



pure competition,

monopolistic


and monopoly (DOK 1-

3)


Imperialism 3 weeks How did the needs of Industrialization encourage European Imperialism and set the

stage for WWI?








History 1: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence History 2: The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time History 3: The significance of ideas as powerful forces throughout history



History 2 (GLE)

What impact have individuals had on history? How does society decide what is important in history? History 3 (GLE) How have philosophical and religious traditions affected the development of political institutions? How have scientific and technological developments affected societies?

Generalizations


European desire for more markets and raw materials led to imperializing Africa and Asia.

Essential Content:


Key Skills:


I. TLW: Summarize the motives of European colonizers and the

factors that allowed them to control Africa.

a. Scramble for Africa

1. Imperialism

2. Social Darwinism

3. Belief in European Society

4. Racism

5. Cecil Rhodes

6. Boer War

7. Zulu

8. Shaka

9. Berlin Conference

b. Imperialism

1. Direct control

2. Indirect control

3. Paternalism

4. Assimilation

5. Colony

c. Europeans Claim Muslim Lands

1. Geopolitics

2. Crimean War

3. Suez Canal

d. British Imperialism in India

1. Sepoy Mutiny

2. Raj

e. Imperialism in Southeast Asia

Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses H.1.b

Investigate causes and effects of significant events in world history.

H.2.f

Discuss the historical development and impact of major world religions and

philosophies. Topics to include but not limited to the Enlightenment and

modern changes in Christianity, Islam, Judaism, Buddhism and Hinduism H.3.a

Investigate the historical development of and impact of major scientific and

technological innovations.

H.3.b

Evaluate the historical development and impact of political thought, theory and

actions

H.3.c


Performance Tasks: Unit 4 Test Possible Writing Prompts

Resources Cartoon History of the Universe Crash Course: Imperialism Reading like a Historian: Sepoy munity, Battle of Adwa

Summarize the motives of European colonizers and the factors that allowed them to control Africa Explain the different forms of colonial control Summarize African resistance movements Analyze the impact of colonial rule in Africa Describe the British takeover of India Trace early nationalist movements in India Summarize the acquisition of European colonies in Southeast Asia

White Man’s Burden reading Risk simulation (Berlin Conference) Imperialism Political Cartoons Modern World History Instructional Activities Writing editorials or political cartoons Debate/ philosophical chairs Classification Chart Jigsaw Journal Entries ACAPS (Author, Context, Audience, Purpose, Significance) P-A-G-E (Problem, Ask for information, Goals, Effects – Decision Making in U.S. History) Cornell Notes







Past learning - determine intended audience of a source Past learning – creating an evidence based argument

Past learning – evaluating multiple sources on a topic

UNIT FOCUS – Primary vs. Secondary Sources

Unit 5 World War I: (3 weeks)

Suggested Big Idea What were the social, economic, and political conditions in Europe that led to WWI, dictated how it was fought, and would eventually lead to WWII through the

Treaty of Versailles?

Prepared Graduate

Competency






Task


Colorado Academic


Standards

Colorado Academic

Social Studies


Disciplinary Skill

Development

Cross-Content

Connections


H.2.a: Evaluate



history (DOK 1-3)

H. 3 (GLE): The


powerful forces

throughout history





competition, or

cooperation among


cultural groups

(DOK 1-2)





limited to command



(DOK 1-3)

C.3.e: Illustrate how





H.2.b: Investigate




H.2.c: Analyze the



H.3.c: Evaluate the



thought, theory and

actions (DOK 1-3)

H.2.d: Examine and

evaluate issues of unity

and diversity in world

history (DOK 1-3)

H.3.a: Discuss the


and impact of major

world religions and



modern changes in

Christianity, Islam,

Judaism, Buddhism and

Hinduism (DOK 1-3)



and impact of major

scientific and

technological

innovations. (DOK 1-4)

G.3.b: Explain that the

world’s population is

increasingly connected to

Priority


defend a written

historical argument



as evidence

(DOK 1-4)

Support

H.1.a: Evaluate a


point of view and

historical context

(DOK 2-3)


between facts and

historical

interpretations,

recognizing that a


reflects his or her

judgment about the

significance of

particular facts

(DOK 2-3)

CCSS.ELA-


evidence to support


secondary sources,



the information.

CCSS.ELA-



are used in a text,



social, or economic


science.

CCSS.ELA-





CCSS.ELA-





Nationalism

Imperialism

Militarism

Triple Alliance

Triple Entente

Central Powers

Allies

Western Front

Trench Warfare

Poison Gas

Eastern Front

Unrestricted submarine

warfare

Total War

Rationing

Propaganda

Armistice

Self Determination

War guilt cause

CCSS.ELA-

LITERACY.WHST.9-



supplying data and




claim(s) and

counterclaims in a





level and concerns.

CCSS.ELA-

LITERACY.WHST.9-

10.2.B





concrete details,


information and


the audience's
















domestic and world

events (DOK 1-3)

and dependent upon

other people for both

human and natural

resources (DOK 1-2)

G.3.c: Explain how





(DOK 1-2)

G.3.d: Analyze how

cooperation and conflict

influence the division

and control of Earth

(DOK 1-2)



different market



pure competition,

monopolistic


and monopoly

(DOK 1-3)


World War I 3 weeks

What were the social, economic, and political conditions in Europe that led to WWI,

dictated how it was fought, and would eventually lead to WWII through the Treaty

of Versailles?








History 1: Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence History 2: The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time History 3: The significance of ideas as powerful forces throughout history Geography 1: Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions.



History 2 (GLE)

What impact have individuals had on history? How does society decide what is important in history? History 3 (GLE) How have philosophical and religious traditions affected the development of political institutions? Geography 1 (GLE) How can maps be used for political purposes? How can current world events change maps? How do cooperation and conflict influence the division and control of the social, economic, and political spaces on Earth?

Generalizations


How imperialism and other political factors lead to the first global war ending in a failed peace which only led to more conflict.

Essential Content:


Key Skills:


I. TLW: Describe political, social, and economic conditions that led

to the Great War.

a. Marching Toward War

1. Nationalism

2. Militarism

3. Imperialism

4. Archduke Franz Ferdinand

b. Europe Plunges into War

1. Central Powers

2. Allies

3. Trench warfare

4. Schlieffen Plan

5. Eastern Front

6. Western Front

7. Poison Gas

8. Submarine

9. Tank

10. Machine Gun

c. A Global Conflict

1. Total War

2. Propaganda

3. Armistice

4. Gallipoli Campaign

5. Rationing

6. Unrestricted Submarine Warfare

7. Lusitania

d. A Flawed Peace

1. Treaty of Versailles

2. War Guilt Clause

3. Woodrow Wilson

Evaluate a historical source for point of view and historical context H.1.a Evaluate continuity and change over the course of world history H.2.a Investigate causes and effects of significant events in world history H.2.b Analyze the complexity of events in world history (DOK 2-3) H.2.c Discuss the historical development and impact of major world religions and philosophies. Topics to include but not limited to the Enlightenment H.3.a

Evaluate the historical development and impact of political thought, theory and

actions

H.3.c

Analyze and present information using a variety of geographic tools and

geographic findings in graphs, tables, charts, and thematic maps

G.1.c

Identify government activities that affect the local, state, or national Economy

G.2.c

4. Fourteen Points

5. League of Nations


Performance Tasks: Unit 5 Test Possible Writing Prompts Identify the political and military forces at work in Europe in the late 1800’s Summarize the events that set World War I in motion Summarize military events on the Western Front Explain the development of the war on the Eastern Front Identify how governments established wartime economies Explain the effects of the war Explain events that led to the Treaty of Versailles

Resources All Quiet on the Western Front Cartoon History of the Universe Crash Course: World War I Reading like a Historian: Battle of Somme Historical Documents: 14 Points, Trench letters, Trench photographs Modern World History

Instructional Activities Writing editorials or political cartoons Debate/ philosophical chairs Classification Chart Jigsaw Journal Entries ACAPS (Author, Context, Audience, Purpose, Significance) P-A-G-E (Problem, Ask for information, Goals, Effects – Decision Making in U.S. History) Cornell Notes







Past learning - determine intended audience of a source Past learning – creating an evidence based argument

Past learning – evaluating multiple sources on a topic

Past learning – Primary vs. Secondary Sources

UNIT FOCUS – Perfecting the final written response