voices in history syllabus sept 16 wb

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New York City Department of Education Office of Educational Technology

Diane Kay, Community Superintendent CSD 25 Dr. Philip Composto, Community Superintendent, CSD 30

Winnie Bracco, Technology Innovation Manager http://www.oitqueens.com

http://edtechnyc.com

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ACKNOWLEDGMENTS

Office of Educational Technology - Queens Team

Winnie Bracco, Technology Innovation Manager

• Phyllis Berkowitz, Instructional Technology Specialist

• Kelly Gallagher, Instructional Technology Specialist

• Richard Gross, Instructional Technology Specialist

• Kin Fung Leung, Supervising Instructional Technology Technician

• Frances Newsom-Lang, Instructional Technology Specialist

• Frances O’Neill, Instructional Technology Specialist

• Ellen Phillips, Instructional Technology Specialist

• Kathleen Roberts, Instructional Technology Specialist

• Robert Sweeney, Instructional Technology Specialist

• Michael Swirsky, Instructional Technology Specialist

This syllabus was created by the OET Queens Team under the direction of Winnie Bracco, Technology Innovation Manager, and made possible by Title IID funds.

Contact Information

Winnie Bracco – [email protected]

Michael Swirsky – [email protected]

Ellen Phillips – [email protected]

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Table of Contents

Topic Page

I. Course Syllabus, Description, Field Experiences

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II. Course Goals and Focus 6

III. Course Texts 6

IV. Course Requirements 6

V. Attendance Policies 7

VI. Session Description, Objectives and Expectations

7-12

VII. Standards Addressed 13

VIII. New York City Social Studies Units and Essential questions: Grades 3-8

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IX. Global History and Geography 17

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Voices In History S Y L L A B U S

Winnie Bracco Office of Educational Technology Technology Innovation Manager [email protected]

Instructional Technology Specialists:

Michael Swirsky Ellen Phillips

[email protected] [email protected]

Public Schools (Dist 25)

IS 185, IS 189, IS 237, John Bowne HS, Flushing HS

Public Schools (Dist 30) IS 10, PS 76, PS 92, PS 111, PS 112, PS 127, PS 151, IS 126, IS 141, IS 145, IS 204, IS 230, William Cullen Bryant HS, Long Island City HS, Newcomers HS.

Non-Public Schools St. Mel, St. Kevin School., Muslim Center Elementary School, Shevach HS, El-Ber Islamic School, St. Francis of Assisi School, Queens Lutheran School

All workshops will be held at 82-01 Rockaway Boulevard, Ozone Park , NY 11416

Room 201 B or C unless otherwise noted.

Participation Option A – Saturday Face to Face Sessions Workshop Date Hours Protraxx Codes Orientation Meeting 9/21 or 9/22 PM 4 PM to 6 PM 9/21

051-11-035-029 9/22 051-11-035-030

PBL Training (4 days total)

Session 1 *8/31 and *9/1 or 9/28 and 9/29 Session 2 11/2 and 11/3

8:00- 3:00 8/31 and 9/1 Elementary 051-10-035-629 Middle School 051-10-035-632 High School: 051-10-035-633

Blogging 10/30 9:00- 3:00 Online Environments 11/6 9:00- 3:00 Graphic Novels 12/4 9:00- 3:00 Digital Movie Making I 1/29 9:00- 3:00 Digital Movie Making II 3/19 9:00- 3:00 Digital Movie Making III 5/21 9:00- 3:00 Share Fair 6/11 9:00- 3:00 ∗ Location: 45-18 Court Square, Room 252, Long Island City, NY Time: 9 am – 3 pm PBL ∗ Training 2 days are mandatory for per session paid only on 8/31 and 9/1 only.

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Participation Option B – Online Sessions + 3 Face to Face Workshops Workshop Date Hours Protraxx Codes Orientation Meeting 9/21 or 9/22 4 PM to 6 PM PBL Training (4 days total)

Session 1 *8/31 and * 9/1 Or 9/21 and 9/22 Session 2 11/2, and 11/3

8:00- 3:00 8/31, 9/1 Elementary 051-10-035-629 Middle School 051-10-035-632 High School: 051-10-035-633

Share Fair 6/11 ∗ Location: 45-18 Court Square, Room 252, Long Island City, NY Time: 9 am – 3 pm ∗ PBL Training 2 days are mandatory for per session for 8/31 and 9/1 only.

COURSE DESCRIPTION The Title IID “Voices In History” (VIH) grant is an intensive professional development program that focuses on improving student achievement in ELA by integrating technology into the Social Studies curriculum. VIH serves the goals of the Enhancing Education Through Technology theme, "Technology Infusion into Instruction through Professional Development", by empowering educators to engage students in interdisciplinary projects that develop writing, critical thinking and problem-solving skills and to train teachers to use technology as both an instructional tool for the Social Studies curriculum and to reinforce fundamental ELA skills. FIELD EXPERIENCE Each participant is required to (1) create products that are specifically designed to meet the diverse needs of students in their classrooms, (2) use those products with their students, (3) assess student understanding of content, (4) record evidence of student learning through photographs and video, (5) bring that evidence back to the learning community, (6) share both the evidence and their experience with the colleagues in the course, (7) reflect and record their findings in a blog, (8) turnkey their skills with teachers in their school communities.

PREREQUISITE Participants from specific grant schools must be selected by their principals to attend this course.

CONCEPTUAL FRAMEWORK Diversity: The Office of Educational Technology (Queens) OETQ is dedicated to reaching a diversity of learners through a wide variety of delivery methods, offering modality options and expanding access by reducing geographic and time barriers. By using a wide variety of content material, formats, and instructional strategies, participants learn to create and customize instructional experiences to meet the specific needs of their students.

Technology: Technology provides one of the most efficient means of engaging students, empowering teachers and providing content in the 21st century.

Field Relations: The OETQ Instructional Technology Specialists are highly qualified New York City public school K-12 teachers that can bring practical classroom management techniques, instructional technology methodologies and curriculum integration to make a difference in our classrooms.

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COURSE GOALS This course explores the use of technology to enhance English Language Arts instruction in Social Studies. The program aims to train teachers to use technology as both an instructional tool for the Social Studies curriculum and as a way to reinforce ELA skills.

COURSE FOCUS The content and activities of this course provide the learner with the opportunity to: * Develop an appreciation for technology as a tool to teach and learn. * Develop an understanding of and a commitment to serving diverse populations * Develop an understanding of the power of technology to differentiate instruction through students' learning modalities. * Develop an image of oneself as a learner, teacher and leader.

COURSE TEXTS THAT WILL BE SUPPLIED AND DISCUSSED Session Title Author Pub. Date. Project Based Learning

PBL Starter Kit Buck Institute for Education

2009

Blogging Web Literacy for Educators Alan November 2008 Blogging "Raising a Digital Child - A Digital Citizenship

Handbook for Parents" Mike Ribble 2009

Graphic Novels "Writing Your Own Graphic Novel" Natalie Rosinsky 2010 Graphic Novels ISTE NETS for Teachers and Students ISTE 2009 Digital Movie Making

“Digital Storytelling in the Classroom” Jason Ohler 2008

JOURNAL ARTICLES THAT WILL BE SUPPLIED AND DISCUSSED SESSION: Graphic Novels

“Using Student-Generated Comic Books in the Classroom"

T. Morrison, G. Bryan and George W. Chilcoat, Journal of Adolescent & Adult Literacy 45:8, May 2002

"Graphic Novel Vocabulary" Verizon Foundation, readwritethink.org

COURSE REQUIREMENTS 1 Preference is given to participants who are active SS/ELA classroom teachers or Collaborative

Team Teaching teachers in grant-specific public and non-public schools. 2 Participants must have principal approval to attend this course as a representative of the grant

school. 3 Participants must attend sessions and complete all projects by the end of the course.

4 Participants must turnkey their training to their school community and inquiry team upon request.

5 If possible, participants should bring a school laptop to each session. Specific software will be provided.

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CLASS ATTENDANCE and POLICIES This course is cumulative, building on each skill as its foundation is created. Therefore, 100% attendance is mandatory.

1. KEYSTONE ASSIGNMENTS Each student will develop the following specific products

• Project Based Learning- BIE Buck Institute for Education • Online Web Environments • Blogging • Graphic Novels • Digital Slideshows • Digital Movies

ACADEMIC INTEGRITY AND PLAGIARISM Students are responsible for the honest completion and representation of their work, for appropriate citations of sources, and respect for others’ academic endeavors.

SESSION DESCRIPTION, OBJECTIVES AND EXPECTATIONS Sessions Topics Participants Will: Expectations

Session 1

Project Based Learning

BIE

Project Based Learning in the Classroom- Mandatory (4 workshops) • What is Project Based • What is the Driving

Question • Learning • Why • How

Be able to create Project Based Learning Projects for the classroom using relevant curriculum while integrating technology. Be able to use the New York Social Studies Scope and Sequence to develop driving questions. To understand the purpose of PBL. To understand the process involved in creating relevant PBL’s for your classroom.

Follow-Up to Today's

Session Use the New York Social Studies Scope and Sequence to establish a driving question for planning the Project Based Learning project. Preparation for the Next Session Think about the driving question and what you want the students to accomplish.

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Session 2

Orientation Meeting

Face to Face Meeting- Mandatory

• Meet Office of

Educational Technology Staff

• Grant Goals • Responsibilities • Required Dates • “I Have Read

Statement” • Web presences • Grant Evaluators • Mandatory Surveys

for Participants, Students, Workshops

Meet your school’s Instructional Technology Specialist. Understand the Goals of the Grant. Understand what your responsibilities are as a participant of the Voices in History Grant. Receive dates for Face to Face Meetings and workshops. Sign the “I Have Read” Statement. Become familiar with the different websites used by the Grant. Meet Grant Evaluators and understand their purpose. Understand the required completion of participant and student surveys.

Complete necessary forms for Saturday workshops.

Follow-Up on Today's Session

Meet and take note of your Instructional Specialist. Start thinking of ways your Instructional Specialist may be of assistance with integrating technology.

Preparation for the Next Session

Make an appointment with your specific Instructional Specialist. Take contact information.

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Session 3

Using Blogs to Enhance Social Studies

Instruction

• Blogs Defined • Creating Blog Posts

with Images, Videos, etc.

Be able to create your own blog that you will be able to use tomorrow with your students with relevant Social Studies curriculum. Be comfortable posting a comment to a colleague’s blog.

Be able to post an assignment to your blog, add an image, embed a link and a video, and moderate students' comments on your blog.

Follow-Up on Today's

Session Determine what historical topic you will be teaching between now and our next session. Create a blog post that incorporates images based on this Social Studies curriculum. Students will write their responses to “tell the story” behind the images.


Create a category for each of your students to house their writing. Have your students assume the role of a person from the historical time period you will be teaching in the coming weeks. Students will post ongoing journal entries using the comment section of the blog. The journal entries should have a sequential order of a historical event and the student’s responses as the events unfold. The final journal entry will be a reflection of what was learned in assuming the role. These entries will be the foundation for your graphic novel in December. You will have your students continue

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writing first person journals for each unit in your social studies curriculum. This content can be used as the basis for scripts for movie projects

Session 4

Online Environments

Online Environments • NYPL- New York

Public Library • Yolink • Thinkfinity/Library

of Congress Resources

• ARIS Connect • Overview of Voices

In History wikispace

Receive a New York Public Library Card (different than a borough library card) Be able to use all resources on the New York Public Library site ( Gale resources, etc.) Be comfortable with Yolink. Be comfortable with using Thinkfinity. Explore ARIS Connect and participate in an online community. Link your blog to ARIS Connect. Learn how to upload finished projects to their page on the grant wikispace.

Follow-Up on Today's Session

Find resources on the sites to add to your blog links for student use in researching background for their journal entries and for your Graphic Novel. .


Using the NYS Social Studies Scope and Sequence build upon your driving question created during the Project Based Learning workshops and look for resources on the sites introduced at this session.

Graphic Novel • Using NYS Social

Studies Scope and Sequence to focus driving question.

• Definition of Graphic Novel

Be able to use the NYS Social Studies Scope and Sequence to focus driving question. This driving question will focus on

Follow-Up on Today’s Session

Apply what you've learned by teaching your students how to create graphic novels based on their journals.

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Session 5 Creating a Non-Fiction/Historical Fiction Graphic Novel

• What is the story behind the image?

• Turning your students’ journal writing into a Graphic Novel

• Gathering Images • Elements of Comic

Life • Enhancing your

graphic novel with filters and layers

• Creating transparencies with Gimp

• Distribution of Digital Storytelling in the Classroom by Jason Ohler

individuals and their role in historical events. Be able to transform student journal entries into a script for a graphic novel. Be able to use project planning forms to organize the project for their classroom. Be able to gather appropriate images to illustrate and drive the storyline of the graphic novel Be able to create a non-fiction or historical fiction graphic novel featuring the “voice” of the persona represented in the student journal during a specified time period as it relates to the social studies curriculum. Be able to customize the graphic novel using filters and layers to enhance the delivery of the storyline.

Comment on your experience working with your students to the blog. Preparation for the Next Session Bring in student-created graphic novels that are content-rich for use in creating a digital slideshow using Adobe Premiere Elements/iMovie ’09. Each student will complete two graphic novels b efore our next session on 1/29. Accumulate assets (images) for student reference and use in your Google account. Embed your graphic novels on your blogs. Have your students reflect on this experience in response to a post on your blog. Have your students assume the role of a person from the historical time period you will be teaching in the coming weeks. Students will post ongoing journal entries using the comment section of the blog. The journal entries should have a sequential order of a historical event and the student’s responses as the events unfold.

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The final journal entry will be a reflection of what was learned in assuming the role. Review Digital Storytelling in the Classroom by Jason Ohler.

Session 6

Digital Movie Making I

(Digital Slideshow)

• Introduction to Movie Making using Adobe Premiere Elements/iMovie 09

• Creating a digital slideshow that reflects NYS Social Studies Scope and Sequence.

• Using images, transitions, “Ken Burns’ effect, voiceover, sound effects, music and titles to create a slideshow.

• Incorporating images from the graphic novel to enhance the digital slideshow

• Saving and Exporting a completed slideshow

Be able to create a script and storyboard for a digital slideshow that reflects the NYS Social Studies Scope and Sequence. Be able to incorporate elements of the graphic novel to enhance the digital slideshow. Be able to import images, record voiceover narratives, insert music soundtrack and sound effects and add transitions, Ken Burns’ effects and titles to a digital slideshow. Be able to synchronize voiceover with images to ensure a smooth narrative. Be able to export and upload the completed slideshow to an online hosting site


Apply what you've learned to facilitate your students in creating their own slideshows based on their graphic novels. Comment on your experience working with your students to the blog.


Determine what historical topic you will be teaching between now and our next session. Have your students create 1-2 quality short digital slideshows, working individually or in small groups. Have your students reflect on this experience in response to a post on your blog. Have your students assume the role of a person from the historical time period you will be teaching in the coming weeks.

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(Vimeo/School Tube). Be able to embed the completed slideshow into a blog post.

Students will post ongoing journal entries using the comment section of the blog. The journal entries should have a sequential order of a historical event and the student’s responses as the events unfold. The final journal entry will be a reflection of what was learned in assuming the role.

Session 7

Digital Movie Making II

(Incorporating Original Video)

• Using the NYS Social Studies Scope and Sequence to identify a topic

• Introduction to Digital Movie Making using Video footage

• Creating a script and storyboard

• Using a digital camcorder

• Editing and trimming video footage

• Incorporating green screen techniques and layers to enhance your digital documentary

• Saving and Exporting a completed video

Be able to Use the NYS Scope and Sequence to create assignments for students with relevant curriculum. Be able to use a digital camcorder (Mino Flip) to film original video content. Be able to upload completed footage to a movie editing program (Adobe Premiere Elements/iMovie 09) Be able to enhance a digital slideshow with the addition of original video footage and green screen techniques to create a “you are there” movie reflecting the voice and experience of a person in history.


Apply what you learned today by teaching your students how to create a digital movie incorporating original video footage and green screen effects. Export and upload completed movies to Vimeo and embed on your blog to elicit student response. Share information with students about the final projects and entrance into film competitions (My Hero, Rod Serling Film Festival, NYC Video, etc.) Share Film Festival Rubric

Preparation for the Next Session Students will produce 1-2 quality full featured digital documentaries depicting a voice in history utilizing green

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screen, Comic Life frames, music, voiceover, Ken Burns’ effects, text, transitions, effects, video, etc. Film length limited to 2-3 minutes.

Session 8

Digital Movie Making III

Finalizing and Publishing Student

Projects

• Working with “B” roll video footage

• Planning for Film Festival participation

• Writing student project descriptions for Film Festival catalog

Find “B” roll video footage from copyright friendly resources. Upload, import and edit “B” roll video footage. Plan Film Festival participation. Write descriptions of student projects for inclusion in Film Festival catalog.


Have students polish up exemplary work for presentation at June Film Festival. Students prepare display boards for Festival participation.


Polish and refine

student projects for Festival

Session 10

Film Festival/Share Fair

• Sharing student projects with other teachers, students, and parents

Be able to discuss projects and listen to students discuss the process involved in participating in their projects.

Culminating Share Fair/Festival

Teachers and students will present their exemplary graphic novels, slideshows and digital documentaries.

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STANDARDS ADDRESSED NYS English Language Arts Standards NYS ELA

Standard 1 Information and Understanding, Informational Text, Organizing Data, Conducting Research, Speaking and Writing Persuasive Commentary

NYS ELA

Standard 2 Literary Response and Interpretation, Recognize the Impact of Rhythm and Rhyme in Poems

NYS ELA

Standard 3 Critical Analysis and Evaluation, Persuasive Writing and Speaking

NYS ELA

Standard 4 Social Interaction, share reading experience and provide feedback by asking questions

NYS Social Studies Standards NYS SS Standard 1 History of the US and NY – use a variety of intellectual skills to demonstrate

understanding of major ideas, eras, themes, development and turning points in the history of the United States and New York.

NYS SS Standard 2 World History – use a variety of intellectual skills to demonstrate understanding of major ideas, eras, themes, development and turning points in world history and examine the board sweep of history from a variety of perspectives.

NYS SS Standard 3 Geography – use a variety of intellectual skills to demonstrate understanding to include distribution of people, places and environments over the Earth’s surface.

NYS SS Standard 5 Civics – use a variety of intellectual skills to demonstrate understanding of governments, US systems and other nations, the US Constitution and basic civic values of American constitutional democracy and the roles, rights and responsibilities of citizenship.

Professional Teaching Standards (PTS)

1 Creating and maintaining effective environments for student learning. 2 Engaging and supporting all students in learning. 3 Developing as a professional educator.

Other Standards Addressed MSIT 2 Use an understanding of learners and learning and apply instructional design model in a

curriculum development project. AECT 2 Candidates demonstrate the knowledge, skills, and dispositions to develop instructional

materials and experiences using print, audiovisual, computer-based, and integrated technologies

AECT 5 Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.

TS 01 Use computer-based productivity tools to develop instructional materials that integrate technology to meet the target needs of all students.

TS 02 Apply principles of instructional system design to create instructional materials that integrate technology to meet the target needs of diverse student populations.

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New York City Social Studies Scope and Sequence Grades 3-8 and Global History and Geography

New York City Social Studies Scope and Sequence Grade Month(s) Unit Essential Question

3 September – October

Introduction to World Geography and World Communities

What are the important features of communities throughout the world?

3 November - June

Case Studies of a Community in Africa, Asia, South America, The Caribbean, Middle East, Europe, Southeast Asia, or Australia

How do culture, history, geography, people, and government shape the development of a community?

Grade Month(s) Unit Essential Question

4 September – Mid-October

Native Americans: First Inhabitants of New York State

How did Native Americans influence the development of New York?

4 Mid-October – November Three Worlds Meet

How did three diverse cultures interact and affect each other?

4 December – January

Colonial and Revolutionary Periods

How did the American Revolution affect lives in New York?

4 February – Mid-March The New Nation What does it mean to be free?

4 Mid-March – April Growth and Expansion

What was the effect of industrial growth and increased immigration on New York?

4 May – June Local and State Government

What is the relationship between governments and individuals?

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5 September – October Geography and Early Peoples of the Western Hemisphere

How did geography influence the development of the Western Hemisphere?

5 November

The United States How do geography, economics, people, and key events connect to shape a nation?

5 December – Mid-February

Latin America How do geography, economics, people, and key events connect to shape a region?

5 Mid-February – April Canada How do geography, economics, people, and key events connect to shape a nation?

5 May – June Western Hemisphere Today

How do nations meet the challenges of modern living?


6 September – October Geography and Early Peoples of the Eastern Hemisphere

How did geography influence the development of the Eastern Hemisphere?

6 November – December

Middle East How do geography, economics, people, and key events connect to shape a continent?

6 January – February Africa How do geography, economics, people, and key events connect to shape a continent?

6 March - April Asia How do geography, economics, people, and key events connect to shape a continent?

6 May – June Europe How do geography, economics, people, and key events connect to shape a region?

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7 September Early Encounters: Native Americans and Explorers

What was the impact of European exploration on the Americas’ land and people?

7 October – November

Colonial America and The American Revolution

How did the development of the colonies lead to rebellion?

7 December – January A New Nation

How did the new nation respond to independence?

7 February – March A Nation Grows

What were the causes and effects of national growth?

7 April – June Civil War and Reconstruction

How do issues of power, wealth and morality influence war?


8 September – October An Industrial Society

How did industrialization and immigration change the face of American life?

8 November The Progressive Movement

How do people effect change and reform?

8 December – January The United States as an Expansionist Nation

How does a nation balance its own needs with the needs of the world?

8 January – Mid-February The United States Between Wars

How does a nation respond to economic changes?

8 Mid-February – March

The United States Assumes Worldwide Responsibilities

How do competing views of power and morality lead to global conflict?

8 April – June

From World War II to the Present: The Changing Nature of the American People

How has America reacted to the challenges of the modern world?

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Global History and Geography

Unit Essential Questions

Unit 1: Ancient World: Civilizations and Religions (4000 BC – 500 AD) Early Peoples

Neolithic Revolution and early river civilizations.

Classical civilizations

The rise and fall of great empires

The emergence and spread of belief systems.

• How do the movements of people and ideas (cultural diffusion) affect world history?

• How does technological change affect people, places and regions?

• What defines a turning point?

• To what extent is life a constant struggle between continuity and change?

• Why do civilizations rise and fall?

• After it falls, what impact does a civilization have on history?

• How do physical and human geography affect people, places and regions?

• Are conflicts between nations and/or people inevitable?

• Do belief systems unite or divide people?

• How do movements of people and ideas affect people, places and regions?

Unit 2: Expanding Zones of Exchange and Encounter (500 – 1200)

Gupta Empire (320-550 AD)

Tang and Song Dynasty (618-1126 AD)

Byzantine Empire (330-1453 AD)

Early Russia

The spread of Islam to Europe, Asia and Africa

• Why do civilization rise and fall?




• What impact do regional and global trade networks have on world cultures?

• To what extent is life a struggle between continuity and change?


• How are the concepts of time and place vital to the

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Medieval Europe (500-1400)

Crusade

understanding of history?

• How are economic systems structured to meet the needs and wants of different societies?

• What assumptions do different groups hold about power, authority, governance and law?

• How does the individual influence world events?


Unit 3: Global Interactions (1200 – 1650)

Early Japanese history and feudalism.

The rise and fall of the Mongols and their impact on Eurasia.

Global trade and interactions.

Rise and fall of African civilizations: Ghana, Mali, Axum, and Songhai empires

Social, economic, and political impacts of the plague on Eurasia and Africa.

Renaissance and Counter Reformation.

The rise and impact of European nation-states/decline of feudalism.










• To what extent do the concepts of justice and human rights differ across time and place?





Unit 4: The First Global Age (1450-1770)


• What impact do regional and global trade networks have

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The Ming Dynasty (1368-1644)

The impact of the Ottoman Empire on the Middle East and Europe

Spain and Portugal on the eve of the encounter

The rise of Mesoamerican empires: Aztecs and Incan empires before 1500

The encounter between Europeans and the peoples of Africa, the Americas, and Asia.

Political Ideologies: global absolutism

The response to absolutism: The rise of parliamentary democracy in England

on world cultures?











Unit 5: An Age of Revolution (1750-1914)

The Scientific Revolution

The Enlightenment in Europe

Political revolutions

The reaction against revolutionary ideas

Latin America: The failure of democracy and the search for stability

Global nationalism

Economic and social revolutions

Imperialism





• Does on-going scholarship change our worldview?






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Unit 6: A Half Century of Crisis and Achievement (100- 1945)

World War I

Revolution and change in Russia – causes and impacts

Between the wars

World War II – causes and impact










Unit 7: the 20th Century Since 1945

Cold War balance of power

Role of the United Nations

Economic issues in the Cold War and Post –Cold War era

Chinese Communist Revolution

Collapse of European imperialism

Conflicts and change in the Middle East

Collapse of communism and the breakup of the Soviet Union

Political and economic change in









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Latin America • How does the individual influence world events?






Unit 8: Global Connections and Interactions

Social and political patterns and change

Economic issues

The environment and sustainability

Science and technology







voices in history syllabus sept 16 wb

Documents

technology infusion

technology theme

instructional tool

middle school

high school

kevin school

school communities

pm pbl training