What is a DBQ/TDQ? - Shelby County Schools



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, 80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:Regular practice with complex text and vocabulary.Reading, writing, and speaking grounded in evidence from texts. Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.) Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage. “The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TNCore support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.02262505KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)00KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) WIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Lesson Activities – Suggestions for use in planning lessons w/ literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleNote:What is a DBQ/TDQ?Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information. DBQS/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents. Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills. *If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox.Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.WIDAWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments. WIDA Examples is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. Example: 9-12 Reading World Histories Entering:Match people or places with periods in world history through illustrations, words/phrases, and timelinesBeginning:Identify features of periods in world history from phrases or sentences and timelinesDeveloping:Classify features of periods in world history from descriptive sentences and timelines (e.g., before or after French Revolution)Expanding:Compare and contrast features of periods in world history based on paragraphs and timelinesBridging:Interpret features of periods in world history from grade level textExample: 9-12 WritingHistorical figures and timesEntering: Label significant individuals or historical times in politics, economics, or society using illustrations or photographs and models.Beginning: Outline contributions of significant individuals or historical times in politics, economics, or society using illustrations or photographs and models.Developing: Outline contributions of significant individuals or historical times in politics, economics, or society using illustrations or photographs and modelsExpanding: Discuss how significant individuals or historical times have impacted politics, economics, or society using illustrations or photographsBridging: Explain and evaluate contributions of significant individuals or historical times in politics, economics, or societyCommon Core State Standards: Focus on VocabularyEffective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts. Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts. (Ex: write, read, build)Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. Tier 2 words present challenges to students who primarily meet them in print. (Ex: composed, apply, establish)Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content. (Ex: reformation, legislation, medieval, and Socialism)Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction. Teaching Vocabulary for Mastery… Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.Provide a student-friendly definition of the word.Suggest synonyms or antonyms for the word.Put the new word into a context or connect it to a known concept, morpheme, or root.Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with the written word on the wall.Use the new words in context of the lesson.Ask questions that contain the new word; so, students must process its meaning in multiple ways.Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.Expect pairs of students to construct semantic word maps for new vocabulary.Give students extra credit points for hearing or seeing content vocabulary in other contexts.ReferencesMcEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.World History & Geography – Topics & Big IdeasTime1st QuarterTime2nd QuarterWeeks 1-3The Enlightenment and the Founding of the United States (1750-1797)Big Ideas: The Enlightenment Period Weeks 1-3.5Unification and Imperialism (1800-1914)Big Ideas: Building assess in other places.Weeks 4-6The Age of Revolution (1750-1850)Big Idea: 100 years of change the cause ways of life to change. Weeks 3.5-7World War I (1914-1919)Big Idea: Did public perception affect America’s decision to enter World War One?Weeks 7-9The Industrial Revolution (1750-1914)Big Idea: New Products are everywhere. The role of the woman is changing.Weeks 7-9Interwar Changes (1919-1939)Big Idea: What changes come up during the interwar?Time3rd QuarterTime4th QuarterWeeks 1-5World Wars (1914-1945)Big Idea: America’ part in the WarsWeeks 1-8Contemporary World Since 1989Big Idea: New to the world.Weeks 6-9The Cold War (1945-1989)Big Ideas: America against the world vs. World policeWeek 9Review* Please note that these time frames are suggested/estimated times. Instructional timing may vary due to schedule complications, remediation efforts or other ic: The Enlightenment and the Founding of the United States (1750-1797)Weeks: 1-3Textbook Reference: McGraw Hill: Tennessee World History and Geography – Modern TimesTN State recommended Primary Documents and Supporting Readings: Excerpts from Mary Wollstonecraft’s “Vindication of the Rights of Women”, (1300L) Excerpts from Montesquieu’s “Spirit of the Law” , (Not Rated Lexile) Excerpts from Immanuel Kant’s “Critique of Pure Reason” ,(1500L) Excerpts from John Locke’s Second Treatise of Government, (1690L) Excerpts from Jean Jacques Rousseau’s “The Social Contract” , (1370L) TN State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested DBQs, Activities & ResourcesW.1 Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America including John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simo?n Boli?var, Toussaint L’Ouverture, and Thomas Jefferson. (C, H, P) The Enlightenment PeriodW.1 What role did philosophies play in the Enlightenment? How did these beliefs impact the democratic revolution that formed countries such as the United States of America?Content Vocabulary (Tier 3)Philosophe, separation of powers, social contract, federal system, laissez-faire, Federal systemAcademic Vocabulary (Tier 2): Arbitrary, Amendment, GuaranteeW.1 Create a graphic organizer that identifies, explains and compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America including John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simo?n Boli?var, Toussaint L’Ouverture, and Thomas Jefferson. *Use Vocabulary Strategies found on page 5*Literacy RH.9-10.2, WHST.9-10.2.AExamine art and documents from the American Revolutionary period to locate enlightenment influences. McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 134-139, 145. Print.W.2 Analyze the principles of the Magna Carta (1215), English Bill of Rights (1689), the American Declaration of Independenc0e (1776), and the French Declaration of the Rights of Man and the Citizen (1789) citing textual evidence. (H, P)W.2 What were the principles of the American Declaration of Independence and why did intellectuals believe the formation of the United States carried out Enlightenment thought? W.2 Class read the Declaration of Independence to identify the principles and the relationship to Enlightenment ideas. Literacy.RH.9-10.1 Analyze the principles of the Magna Carta (1215), English Bill of Rights (1689), the American Declaration of Independenc0e (1776), and the French Declaration of the Rights of Man and the Citizen (1789) citing textual evidence.Literacy RH.9-10.2, WHST.9-10.2.ACreate advertisements promoting the new governing document for 1770’s American colonists using phrases, hooks, and images relevant to the time period.McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 145-147, 152. Print.Literacy RH.9-10.2Topic: Age of Revolution 1750-1850Weeks: 4-6Textbook: McGraw Hill: Tennessee World History & Geography – Modern TimesTN State recommended Primary Documents and Supporting Readings:The Magna Carta, 1215 (1880L) The English Bill of Rights,1689 (1050L) The American Declaration of Independence,(980L) “The French Declaration of the Rights of Man and the Citizen” , 1785 (1090L) State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested Activities & ResourcesW.1 Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America including John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simo?n Boli?var, Toussaint L’Ouverture, and Thomas Jefferson. (C, H, P) 100 years of change the cause ways of life to change. W.1 What role did philosophies play in the Enlightenment? How did these beliefs impact democratic revolutions?W.1 Review Enlightenment theories of Locke, Hobbes, Montesquieu, Voltaire, and Rousseau. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America including John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simo?n Boli?var, Toussaint L’Ouverture, and Thomas Jefferson.Literacy RH.9-10.2Students will demonstrate knowledge of beliefs by constructing a model government based on the Enlightenment ideas in which they find the most important for the vitality of a governed civilization. Literacy WHST.9-10.2.DMcGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 134-139, 145. Print.W.2 Analyze the principles of the Magna Carta (1215), the English Bill of Rights (1689), the American Declaration of Independence (1776), and the French Declaration of the Rights of Man and the Citizen (1789) citing textual evidence. (H, P) W.2 How do the principles in governing documents reflect the discontents of their respective political revolutions?Content Vocabulary (Tier 3)Unalienable, grievance, Auspices, sovereignty, Arbitrary Academic Vocabulary (Tier 2): Amendment, GuaranteeSee pg. 5 for Vocabulary InstructionsW.2 Compare and contrast the Declaration of Independence (US, 1776) and The Declaration of the Rights of Man and the Citizen (France, 1789). This can also be used a short writing assignment. Literacy.RH.9-10.6, WHST.9-10.2.BCreate debate points about the differences between the initial governing documents of revolutionized America and France, and which government seems better for the varied social groups: citizens, middle class citizens and business owners, and political leaders.McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 145-147, 152 & 158. Print. Literacy RH.9-10.2, WHST.9-10.2.D,EW.3 Conduct a short research project summarizing the important causes and events of the French Revolution including Enlightenment political thought, comparison to the American Revolution, economic troubles, rising middle class, government corruption and incompetence, Estates General, storming of the Bastille, execution of Louis XVI, the Terror, and the rise and fall of Napoleon. (C, E, H, P) W.3 How did the structure of social classes in France and other causes lead to discontent?What were the turning points in the French Revolution?Academic Vocabulary (Tier 2): consumer exclusionSee pg. 5 for Vocabulary InstructionsW.3 Examine French social classes and determine roots of discontent. With a partner, conduct a short research project summarizing the important causes and events of the French Revolution including Enlightenment political thought, comparison to the American Revolution, economic troubles, rising middle class, government corruption and incompetence, Estates General, storming of the Bastille, execution of Louis XVI, the Terror, and the rise and fall of Napoleon. Teams may use their choice of Graphic organizers to record findings.McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 145, 152-155. Print.Literacy RH.9-10.2, WHST.9-10.2.FW.4 Draw evidence from informational texts to explain how the ideology of the French Revolution led France to evolve from a constitutional monarchy to democratic despotism to the Napoleonic Empire. (C, H, P) W.4 In what ways did the end of the old order move the revolution towards a more radical phase?Why did the French Revolution become more radical?How did the constant transition within the French government influence its effectiveness?Content Vocabulary (Tier 3)Elector, coup d’etat, sans-culottes, estate, taille, bourgeoisie Academic Vocabulary (Tier 2): radical, establish, regimeSee pg. 5 for Vocabulary InstructionsW.4 Using the text reference below to explain how the ideology of the French Revolution led France to evolve from a constitutional monarchy to democratic despotism to the Napoleonic Empire.Students may use graphic organizers or complete as a short writing assignment. McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 154-162. Print.Literacy.RH.9-10.6, WHST.9-10.2.BW.5 Describe how nationalism spread across Europe with Napoleon then was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848. (C, H, P)W.5 What is nationalism and how did it impact the political landscape of Europe in the late 19th Century?Content Vocabulary (Tier 3)NationalismConnection to the Language StandardsLatin Affixes-ism – a belief doctrine or theoryExamples from the unit: nationalism, capitalism, socialism, RomanticismLanguage StandardsL. 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).Connection to Language StandardsGreek & Latin Roots and AffixesW.5 Assess how nationalism spread across Europe with Napoleon then was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848. This can be completed in a graphic form that explains how nationalism is fostered in unstable political arenas. McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 164-171, 182. Print.Literacy.RH.9-10.6, WHST.9-10.2.BTopic: Industrial Revolution 1750-1914Weeks: 7 – 9Textbook: McGraw Hill: Tennessee World History & Geography – Modern TimesTN State recommended Primary Documents and Supporting Readings:Excerpts from the abolitionist writings and speeches of William Wilberforce (1360L) John Stuart Mill’s “On Liberty” (1500L) Charles Darwin’s “Origin of Species” (1450L) Louis Blanc’s “Organization of Work” (Not Rated Lexile) Karl Marx’s and Frederick Engel’s, “Communist Manifesto” (1360L) Adam Smith’s “Wealth of Nations” (1500L) Thomas Malthus’ “Essays on Principle of Population” (Not Rated Lexile) State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested Activities & ResourcesW.6 Describe the growth of population, rural to urban migration, and growth of cities. (C,E,G) W.6 How did change in population impact the growth of cities and urban migration?Content Vocabulary (Tier 3)Capital, Entrepreneur, Cottage industry, Puddling, Industrial capitalism, socialismAcademic Vocabulary (Tier 2): labor, derived, economy, manufacturingSee pg. 5 for Vocabulary InstructionsW.6 Review the main components of the agricultural revolution as it relates to population, rural to urban migration, and the growth of cities.Create a poster displaying simulations, images and short writing about the impact of the agricultural revolution.McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 176-178, 10. 8 Print.Literacy.RH.9-10.6W.7 Explain the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy including the reasons why the Industrial Revolution began in England. (E, G, H)W.7 What factors led to the spread of industrialization in Europe and North America?W.7 Locate on a map major ports and geographical features that led to the rise of industry in England and Great Britain.Write a short, informative piece that explains the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy including the reasons why the Industrial Revolution began in England on capital, resources, labor, and its contribution to the Industrial Revolution.Literacy RH.9-10.2, WHST.9-10.4McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 178-181. Print.W.8 Write an informative piece analyzing the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism and Communism, Adam Smith, Robert Owen, and Karl Marx. (C, E, H, P) W.8 How did the Industrial Revolution give rise to capitalism?What were the responses to capitalism as a dominant economic pattern?W.8 Students will participate in a jigsaw activity reviewing primary and secondary documents on the topics of: capitalism, utopianism, social democracy, socialism, and communism. While reviewing documents, students should record: information on the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism and Communism, Adam Smith, Robert Owen, and Karl Marx. economic idea, components relating society, proposed leadership, and personal opinion. Literacy.RH.9-10.9, WHST.9-10.4McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 178-181. Print.W.9 Evaluate multiple sources presented in diverse media or other formats describing the emergence of Romanticism in art and literature including the poetry of William Blake and William Wordsworth, social criticism including the novels of Charles Dickens, and the move away from Classicism in Europe. (C) W.9 How did the idea of Romanticism differ from those of the Classism and the Enlightenment? Content Vocabulary (Tier 3)Romanticism, Secularization, Natural SelectionAcademic Vocabulary (Tier 2): individuality, approach, movement, literatureSee pg. 5 for Vocabulary InstructionsW.9 As a class, evaluate multiple sources presented in diverse media or other formats describing the emergence of Romanticism in art and literature including the poetry of William Blake and William Wordsworth, social criticism including the novels of Charles Dickens, and the move away from Classicism in Europe review poems by William Blake, and locate components of romanticism. Also, have students review art to locate components of romanticism. Using the compiled information, compare enlightenment and romanticism within short paragraphs. Students will then debate which ideas were the most influential on society. Literacy.RH.9-10.2, WHST.9-10.4McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 196-199. Print.W.9 As a class, review poems by William Blake, and locate components of romanticism. Also, have students review art to locate components of romanticism. Using the compiled information, compare enlightenment and romanticism within short paragraphs. Students will then debate which ideas were the most influential on society. McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 196-199. Print.Literacy RH.9-10.2W.10 Explain how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural demographic changes including the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison. (C, E, G, H) W.10 What scientific and technological changes brought about massive social and economic impacts?What specific inventions during the Industrial Revolution changed the lives of many?W.10 Explain how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural demographic changes including the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison. Student should help write a complete list of inventors, inventions, social impact, and economic impact. Next, pose a class debate on which invention or breakthrough was the most impactful. (James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison)Literacy RH.9-10.1, WHST.9-10.2.FMcGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 178-181, 198. Print.Literacy RH.9-10.1,2W.11 Analyze the evolution of work and labor including the work of William Wilberforce and the demise of the slave trade, problems caused by harsh working conditions, and the effect of immigration, mining and manufacturing, division of labor, the union movement, and the impact of social and political reform. (E, H, P) W.11 How did the Industrial Revolution cause problems as it relates to slavery across the world and working conditions in England?Content Vocabulary (Tier 3)Puddling, locomotive, industrial capitalismAcademic Vocabulary (Tier 2): transportation, derived, reinvest , slavery, impact, social, conditionsSee pg. 5 for Vocabulary InstructionsW.11 Have groups to analyze abolitionist speeches of William Wilberforce as a class, and form discussion groups based on Wilberforce’s reasoning for the end of the slave trade. Within discussion groups, compare and contrast the abolitionist sentiments of Wilberforce and Frederick Douglass of the United States. Literacy.RH.9-10.6McGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 178-181. Print.Literacy RH.9-10.1, WHST.9-10.2.FW.12 Participate effectively in collaborative discussions explaining the vast increases in productivity and wealth, growth of a middle class, and general rise in the standard of living and life span. (C, E) W.12 Explain the increase in productivity, wealth, and general standard of living. How did class divisions in Europe impact society during the 19th century?W.12 Create discussion groups on the disparities between the social classes, rise in standard of living and life span, and the experience of women in industrial Europe (Be sure to note differences in perspectives of elite and working class). Students will note discussion points using a graphic organizer. This can also be used as a short writing assignment. Literacy WHST.9-10.2BMcGraw Hill. World History and Geography Modern Times. Ohio: Columbus, 2015. 208-212. Print.Additional ResourcesEnlightenment and U.S. FoundingAdditional Information: Civic Thread of the Enlightenment: Philosophers: Influence of Enlightenment on the Beginning of America: Implications of John Locke: Locke and Government: Founding Documents: Founding Documents: Founding Documents: of RevolutionPolitics of Revolution: and American Revolution Compared: Revolution and Impact: : Enlightenment PowerPoints: French Revolution PowerPoints: of the French Revolution: Antoinette: Online, French Revolution Documentary Transcript: Revolution Videos (*must create account): Revolution Video: RevolutionTechnology and Consumers of the Industrial Revolution: Revolution Lesson: of Industrial Revolution: of Industrial Revolution: Industrial Revolution Videos: of Industrialism: Wilberforce Poems: Wilberforce and Slavery: Revolution, Developments, and Impact: sites can be used to enhance your lesson plans!Ever Fi (Economics, Financial Literacy & African American History)loginRead Works (Informational Passages/Articles including Paired Texts) (Informational topics) school. Username: shelby Password: countyTo Log on to ImageQuestGo to: quest. Username – shelby Password - countyThe World Almanac Online?(for middle and high) Credentials:?for middle and highUsername: shelbycty-2nd?Password: digital?Engage New York (Sample Units & Plans) The Core Tube (Uses your SCS Log-in)Textbook - McGraw Hill: (for SCS teachers only- call 1 (800) 437-3715 for Log-in) ................
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