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World History Social Studies: Quarter 4 Curriculum Map Scope and SequenceUnitLengthUnit FocusStandards and PracticesUnit 1: Creation of New States and Decolonization4 WeeksStudents will analyze the development of new states that resulted from post-World War II decolonization,migration, political change, economic development, and ideological conflict.TN Social Studies Practices: SSP.01-SSP.06Week 1: W.66, W. 67, W.68Week 2: W.69, W.70, W.71Week 3: W.73, W.74, W.75Week 4: W.72, W.76Unit 2: Understanding the Contemporary World 4 WeeksStudents will analyze the major developments and globalization in the world since the end of the Cold War.TN Social Studies Practices: SSP.01-SSP.06Week 1: W.77, W.78, W.79, W.80Week 2: W.81, W.82, W.83Week 3: W.84, W.85, W.86Week 4: W.87, W.88, W.89World History Social Studies: Quarter 4 Map Instructional FrameworkCourse Description Copy standards course description for each grade level.Planning and PacingThe curriculum map outlines the content and pacing for each grade and subject and allows teachers to adequately cover all new material prior to testing. The map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. Teachers are considered on pace if they are within two weeks of the curriculum maps. Weekly GuidanceEach map begins with the recommended texts, protocols or activities that align to these texts or standards, and a weekly assessment in the form of a TN Ready aligned writing prompt. All curriculum materials, including the texts and instructions for protocols, can be found in Sharepoint. Texts are in the “6-8 Supporting Documents and Resources” folder and arranged by grade level, quarter, and unit. Unit Overview: Quarter 4 Unit 1UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 1: Creation of New States and Decolonization4 WeeksStudents will analyze the development of new states that resulted from post-World War II decolonization,migration, political change, economic development, and ideological conflict.TN Social Studies Practices: SSP.01-SSP.06Week 1: W.66, W. 67, W.68Week 2: W.69, W.70, W.71Week 3: W.73, W.74, W.75Week 4: W.72, W.76World History Social Studies: Quarter 4 Unit 1 VocabularyTier 2 VocabularyDemographic, population growth, ideological, geospatial, contemporary, globalization, treaties, implications, transition, alternativeTier 3 VocabularyPopulation pyramid, census, developing countries, population decline, GIS, drug and human trafficking, space-time compression, containerization, supranational organizations, fossil fuels, renewable energy, terrorismSample Lesson: Quarter 4 Unit 1SS TN Standard(s):W.67Student Outcomes: What will students know and be able to do as a result of this lesson?Students will explain the reasons for the partition of the Indian subcontinent and the effects of the partition.Key Academic Vocabulary:Partition, subcontinentResources / Materials:Stanford History Lesson—Partition of India Warm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)SVES for Vocabulary from Chapter 19, Lesson 1Essential Question / Relevance: Develop student interest and connect learning to daily standards. What were the reasons for and the effects of the partition of the Indian subcontinent?High-Quality Text(s):Stanford History DocumentsText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Annotation—Stanford History DocumentsText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Big-Paper: Stanford History DocumentsClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking—HeadlinesWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Gandhi DBQUnit 1: Week 1Essential Question(s)What factors cause people to migrate? Wy was the Indian subcontinent partitioned, and what effects did this decision have? How was a democratic government created in India, and what were the roles of Mohandas Gandhi, Jawaharlal Nehru, and Indira Gandhi?Student OutcomesStudents will explain push and pull factors of migration.Students will explain the reasons for the partition of the Indian subcontinent and the effects of the partition.Students will explain the factors that led to the creation of a lasting democratic government in India.Students will explain the roles of Mohandas Gandhi, Jawaharlal Nehru, and Indira Gandhi.TextsTextbook: McGraw Hill World History and Geography: Modern Times, Chapter 19Suggested Supplemental Texts (in SharePoint): Globalization Article (Link), Push Pull Factors Lesson Plan (SCS Q4 Resources) India/Pakistan Text Set (SCS Q4 Resources) DBQ Project Binder: What made Gadhi’s Nonviolent Movement Work? The Birth of India and Pakistan (Link), Stanford History India Partition Lesson (SCS Q4 Resources)Maps/Videos/Images: Suggested Classroom Strategies and ProtocolsClose Read Protocol: Globalization ArticleLesson Plan: Push Pull FactorsStanford History Lesson: India Partition LessonDBQ Project: What made Gandhi’s Nonviolent Movement Work? Evidence Log: India/Pakistan Article Set to answer: Effects of the partition of the Indian subcontinentAnnotation: The Birth of India and Pakistan with accompanying questions (SCS Q4 Resources)AssessmentGandhi DBQ (SCS Q4 Resources)StandardsW.66 Explain the push and pull factors of migration.W.67 Explain the reasons for and the effects of the partition of the Indian subcontinent into India and Pakistan in 1947.W.68 Explain the factors that led to the creation of a lasting democratic government in India as well as the roles of political leaders (e.g. Mohandas Gandhi, Jawaharlal Nehru, Indira Gandhi).Unit 1: Week 2Essential Question(s)How did nationalist movements develop in Africa? What were the goals and outcomes of nationalist movements in Africa? How did the fight against and the dismantling of apartheid occur in South Africa? What were the challenges faced by newly-created countries in post-imperial Africa?Student OutcomesStudents will describe the development, goals, and outcomes of nationalist movements in Africa.Students will explain the fight against and dismantling of the apartheid system in South Africa.Students will analyze the political, economic, ethnic, and military challenges faced by newly-created countries in post-Imperial Africa.TextsTextbook: McGraw Hill World History and Geography: Modern TimesSuggested Supplemental Texts (in SharePoint): Decolonization of Asia and Africa (Link), Case Study, Kenya (Link), Case Studies Kenya and Congo (SCS Q4 Resources) Stanford History—Assassination of Patrice Lumumba (SCS Q4 Resources), Apartheid Inquiry Module (SCS Q4 Resources), Colonization and Independence in Africa (SCS Q4 Resources), Modern Problems of Africa (SCS Q4 Resources)Maps/Videos/Images: Crash Course—Decolonization (Link), Suggested Classroom Strategies and ProtocolsThink Pair Share: Perspectives on ImperialismBig Paper/Silent Conversation: Compare and contrast the independence of Congo and KenyaStanford History: Assassination of Patrice Lumumba (SCS Q4 Resources)C3 Inquiry Module: ApartheidEvidence Log: Crash Course--DecolonizationAssessmentC3 Module Culminating Task: What ended Apartheid?StandardsW.69 Describe the development, goals, and outcomes of nationalist movements in Africa, including the ideas and roles of nationalist leaders (e.g. Jomo Kenyatta, Patrice Lumumba, and Gamal Abdel Nasser).W.70 Explain the fight against and dismantling of the apartheid system in South Africa, including the roles of Nelson Mandela and the African National Congress.W.71 Analyze the political, economic, ethnic, and military challenges faced by newly-created countries in post-imperial Africa (e.g. civil war, genocide, corruption).Unit 1: Week 3Essential Question(s)How did competing national, ethnic, and religious interests lead to conflict and the establishment of new countries in the Balkans? What were the causes of modern genocide? How were the causes alike? How were the causes different? What were the causes and effects of German reunification on both East and West Germany?Student OutcomesStudents can describe the reason for conflict in the former Yugoslavia, and why new countries were established as a result.Students can compare and contrast the causes and effects of modern genocide in Cambodia, Rwanda, and Yugoslavia.Students can explain the causes and effects of German reunification on both East and West Germany.TextsTextbook: McGraw Hill World History and Geography: Modern TimesSuggested Supplemental Texts (in SharePoint): Rwanda genocide packet (SCS Q4 Resources) Ethnic Cleansing Article (SCS Q4 Resources), Atlantic Article on Bosnia’s Lesson (SCS Q4 Resources)Maps/Videos/Images: Suggested Classroom Strategies and ProtocolsSave the Last Word for Me: Rwanda Genocide PacketAnnotate and Paraphrase: Ethnic Cleansing ArticleChunking: Atlantic Article on Bosnia’s Lesson PBS Learning: Truth and Consequences: Yugoslav War Crimes Tribunal (Link)Online Lessons: The Berlin Wall and Beyond (Link)AssessmentBosnia DBQ (SCS Q4 Resources)StandardsW.73 Describe how competing national, ethnic, and religious interests led to conflict and the establishment of new countries in the Balkans.W.74 Compare and contrast the causes and effects of modern genocide, including in: Cambodia, Rwanda, and the former Yugoslavia.W.75 Explain the causes and effects of German reunification on both East and West Germany.Unit 1: Week 4Essential Question(s)How did ideological conflicts between capitalism and communism lead to armed insurgencies, revolutions, and military dictatorships in Argentina, Columbia, Cuba, and Nicaragua? What are the impacts of drug and human trafficking in the contemporary era.Student OutcomesStudents can explain how ideological conflicts led to violence in Latin American countries.Students can analyze the impacts of drug and human trafficking in the contemporary era.TextsTextbook: McGraw Hill World History and Geography: Modern Times Chapter 18, pp. 365-382Suggested Supplemental Texts (in SharePoint): Drug Trade in Latin America Article (SCS Q4 Resources), Latin American Studies Resources (Link), Genocide in Guatemala (SCS Q4 Resources), The Guatemalan Coup of 1954 (SCS Q4 Resources), Cold War in Guatemala (Stanford History), How the U.S. Military used Guns N’ Roses to Make a Dictator Give Up (Link) Cuba Unit (Stanford History)Maps/Videos/Images: Operation Just Cause (Link)Suggested Classroom Strategies and ProtocolsTown Hall Circle: Latin American Drug Trade—Should America be spending money and resources to catch drug traders prior to arriving in the United States?Big Paper Silent Conversation: Guatemalan Coup—Who controlled and profited from the United Fruit Company? Is it ethical for the Eisenhower Administration to profit from Guatemala?Stanford History: CubaStanford History: Cold War in GuatemalaEvidence Log: Operation Just Cause Video and Guns N’ Roses Article—Was the U.S. justified in removing Manuel Noriega and using the methods used?AssessmentLatin America DBQStandardsW.72 Explain how ideological conflicts between capitalism and communism led to armed insurgencies, revolutions, and military dictatorships in Latin American nations, including Argentina, Columbia, Cuba, and Nicaragua.W.81 Analyze the economic, political, and social impacts of drug and human trafficking in the contemporary era.Unit Overview: Quarter 4 Unit 2UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 2: Understanding the Contemporary World 4 WeeksStudents will analyze the major developments and globalization in the world since the end of the Cold War.TN Social Studies Practices: SSP.01-SSP.06Week 1: W.77, W.78, W.79, W.80Week 2: W.81, W.82, W.83Week 3: W.84, W.85, W.86Week 4: W.87, W.88, W.89World History Social Studies: Quarter 4 Unit 1 VocabularyTier 2 VocabularyDemographic, population growth, ideological, geospatial, contemporary, globalization, treaties, implications, transition, alternativeTier 3 VocabularyPopulation pyramid, census, developing countries, population decline, GIS, drug and human trafficking, space-time compression, containerization, supranational organizations, fossil fuels, renewable energy, terrorismSample Lesson: Quarter 4 Unit 2SS TN Standard(s):Student Outcomes: What will students know and be able to do as a result of this lesson?Key Academic Vocabulary:Resources / Materials:Warm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Essential Question / Relevance: Develop student interest and connect learning to daily standards. High-Quality Text(s):Text-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Text-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Closure: Individual students synthesize and/or summarize learning for the day.Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Homework:Unit 2: Week 1Essential Question(s)How did demographics change in the world after World War II? How did population growth and population decline lead to new challenges? What policies were enacted to solve these challenges? What were the effects of significant developments and breakthroughs from 1980 to the present? What was the impact of geospatial technologies on retail, military, transportation, city planning, and communication?Student OutcomesStudents will analyze demographic data including population pyramids and census data.Students will explain the challenges of rapid population growth in China and India.Students will explain the challenges of population decline in developed countries such as Germany, Japan, and Sweden.Students will describe the effects of significant developments and breakthroughs.Students will evaluate the impact of GPS and GIS on various parts of society.TextsTextbook: McGraw Hill World History and Geography: Modern TimesSuggested Supplemental Texts (in SharePoint): Population Reference Bureau (Link), The Internet Society (Link), GeoInquiries (Link), C3 Poplulation IDM Inquiry (SCS Q4 Resources), DBQ Project Binder—China’s One Child PolicyMaps/Videos/Images: Population Pyramids from 1950-2100 (Link), Interactive Population Growth Map (Link)Suggested Classroom Strategies and ProtocolsC3 Inquiry—PopulationDBQ Project—China’s One Child PolicyT-Chart—Population Growth and Decline using Population Reference Bureau and Interactive Population Growth mapsHuman Timeline—Significant developments and breakthroughs from 1980-presentGeoInquiries—Printable inquiries from ESRI (Link)AssessmentComplete the Performance Task for the C3 Inquiry or the Essay for the DBQ Project Lesson.StandardsW.77 Analyze the demographic changes of countries in post-World War II regions, using population pyramids and census data.W.78 Explain the challenges of rapid population growth on developing countries (eg. China and India) and of population decline in developed countries (e.g. Germany, Japan, and Sweden), and give examples of policies implemented to both slow and increase population growth.W.79 Describe the cultural, economic, geographic, and political effects of significant technological, ideological, medical, and scientific developments and breakthroughs of the era (1980s to present).W.80 Evaluate the impact of geospatial technologies (such as GPS and GIS) on retail, military, transportation, city planning, and communication.Unit 2: Week 2Essential Question(s)What are the impacts of drug trafficking and human trafficking in the contemporary era? How has technology intensified patterns of globalization? What are the goals and consequences of trade organizations and treaties? How do trade organizations and treaties play a role in the global economic system?Student OutcomesStudents can analyze the impacts of drug trafficking and human trafficking.Students can analyze how technology has intensified patterns of globalization.Students can explain the goals and consequences of trade organizations and treaties.Students can explain the role that trade organizations and trade have played in the growing global economic system.TextsTextbook: McGraw Hill World History and Geography: Modern TimesSuggested Supplemental Texts (in SharePoint):NAFTA: Connecting Economies (SCS Q4 Resources), Modernization Inquiry (SCS Q4 Resources), Issues of International Trade Lessons from Foundation for Teaching Economics (Link)Maps/Videos/Images: Crash Course on International Trade (Link),Suggested Classroom Strategies and ProtocolsAnnotating and Paraphrasing—NAFTA: Connecting EconomiesC3 Inquiry—Modernization Inquiry Foundation for Teaching Economics—Lesson Plans (Link)AssessmentDoes development mean progress? Using your assigned African country or all three countries, construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing views. StandardsW.81 Analyze the economic, political, and social impacts of drug and human trafficking in the contemporary era.W.82 Analyze how technology has intensified patterns of globalization and led to the idea of space-time compression, containerization, and computer technology.W.83 Explain the goals and consequences of trade organizations and treaties and how they have played a role in the growing global economic system.Unit 2: Week 3Essential Question(s)What are supranational organizations? What are the benefits and drawbacks to membership in supranational organizations? What are the causes and effects of the increased roles of South and East Asian countries in the global economy? How has the rapid economic development of the Persian Gulf states taken on international importance?Student OutcomesStudents can identify examples of supranational organizations.Students can discuss the benefits and drawbacks of membership in supranational organizations.Students can analyze causes and effects of an increased role of South and East Asian countries in the global economy.Students can describe the international influence and rapid economic development of the oil rich Persian Gulf states.TextsTextbook: McGraw Hill World History and Geography: Modern TimesSuggested Supplemental Texts (in SharePoint): PBS Lesson on the UN (Link), Asian Tigers Article (Link), Understanding the American Oil Policy Article (Link)Maps/Videos/Images: PBS Lesson on the UN (Link)Suggested Classroom Strategies and ProtocolsPBS Lesson—The UN (Link)Give One, Get One— Asian Tigers Article (Link)Annotating and Paraphrasing—Understanding the American Oil Policy Article (Link)AssessmentWhat are the benefits and drawbacks of membership in the UN, and how have they changed over time?StandardsW.84 Identify examples of supranational organizations, and discuss the benefits and drawbacks of membership.W.85 Analyze the causes and effects of an increased role of South and East Asian countries in the global economy.W.86 Describe the international importance and rapid economic development of the oil-rich Persian Gulf states.Unit 2: Week 4Essential Question(s)What are the implications of the transition from the use of fossil fuels to alternative and renewable energy sources? What are the governing ideologies in the Middle East/North Africa? What conflicts among nations have taken place in the Middle East/North Africa over the past 30 years? What popular religious or democratic movements exist in the Middle East/North Africa? What are the causes and consequences of terrorism? How has the international community attempted to counteract terrorism?Student OutcomesStudents can explain the implications of the transition from the use of fossil fuels to alternative and renewable energy.Students can describe governing ideologies, conflicts among nations, and popular religious or democratic movements in the Middle East/North Africa.Students can analyze the causes and consequences of the terrorism and international efforts to counteract it.TextsTextbook: McGraw Hill World History and Geography: Modern TimesSuggested Supplemental Texts (in SharePoint): Has the Arab Spring Failed, How the Middle East Got That Way, and The Middle East Mess (SCS Q4 Resources)Maps/Videos/Images: Power to the Plant (Link)Suggested Classroom Strategies and ProtocolsBig Paper—Has the Arab Spring Failed?I Used to Think…But now I think—How the Middle East Got That WayAnnotating and Paraphrasing—How the Middle East Got that WayClose Viewing Protocol—Power to the PlantAssessmentSemester ExamStandardsW.76 Analyze the response of Arab countries to the creation of the state of Israel and the peace processes in the Middle East, including the Camp David and Oslo Accords.W.87 Explain implications of the transition from the use of fossil fuels to alternative and renewable energy sources.W.88 Describe governing ideologies, conflicts among nations (e.g. Persian Gulf War) and popular religious or democratic movements in the Middle East/North Africa.W.89 Analyze the causes and consequences of terrorism and international efforts to counteract it. ................
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