Shelby County Schools



World History Social Studies: Quarter 1 Curriculum Map Scope and SequenceUnitLengthUnit FocusStandards and PracticesUnit 0: Social Studies Skills1 WeekStudents will apply these skills to create and address questions that will guide inquiry and critical thinking. TN Social Studies Practices: SSP.01-SSP.06Unit 1: The Age of Absolutism and the Enlightenment1.5 WeeksStudents will analyze English efforts to limit the power of monarchs, the Age of Enlightenment, the AmericanRevolution, and the French Revolution and discuss their enduring effects on political expectations for self-government and individual liberty.TN Social Studies Practices: SSP.01-SSP.06Week 2: W.01, W.02Week 3: W.03, W.04Unit 2: The French Revolution1.5 WeeksStudents will analyze English efforts to limit the power of monarchs, the Age of Enlightenment, the AmericanRevolution, and the French Revolution and discuss their enduring effects on political expectations for self-government and individual liberty.TN Social Studies Practices: SSP.01-SSP.06Week 3.5: W.05, W.06Week 4: W.06, W.07, W.08, W.09Unit 3: The Industrial Revolution2 WeeksStudents will analyze the emergence of the Industrial Revolution in Europe and the geographic, economic,political, and social implications of the changes that resulted from it.TN Social Studies Practices: SSP.01-SSP.06Week 5: W.10, W.11, W.12, W.13Week 6: W.14, W.15, W.16Unit 4: Nationalism and Imperialism Part I2.5 WeeksStudents will analyze patterns of European nationalism and imperialism, including the cultural, geographic,and political effects on colonized regions.TN Social Studies Practices: SSP.01-SSP.06Week 7: W.17, W.18, W.19Week 8: W.20, W.21 W.22Week 9: W.22 and AssessmentWorld History Social Studies: Quarter 1 Map Instructional FrameworkCourse Description Students will study the rise of the nation-state in Europe, the origins and consequences of theIndustrial Revolution, political reform in Western Europe, imperialism across the world, and the economic and political rootsof the modern world. Students will explain the causes and consequences of the great military and economic events of thepast century, including the World Wars, Great Depression, Cold War, and Russian and Chinese Revolutions. Students willstudy the rise of nationalism and the continuing persistence of political, ethnic, and religious conflict in many parts of theworld. Students will explore geographic influences on history, with attention to political boundaries that developed with theevolution of nations from 1750 to the present and the subsequent human geographic issues that dominate the globalcommunity. Additionally, students will examine aspects of technical geography and how these innovations continuouslyimpact geopolitics in the contemporary world.This course is a continuation of the 6th and 7th grade survey courses of world history and geography and is designed to help studentsthink like historians, focusing on historical concepts in order to build a foundational understanding of the world. Appropriate primarysources have been embedded in the standards in order to deepen the understanding of world history and geography. Special emphasiswill be placed on the contemporary world and its impact on students today.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 “9-12 Supporting Documents and Resources” folder and arranged by grade level, quarter, and unit. Vocabulary InstructionTBD once new appendix is made.Daily StrategiesTBD once new appendix is made.Unit Overview: Quarter 1 Unit 0UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 0: Social Studies Skills1 WeekStudents will demonstrate mastery of geographical skills, and other tools for reading rigorous texts.? Students will also learn how to evaluate sources, and synthesize information from multiple sources.TN Social Studies Practices: SSP.01-SSP.06Introduction to the course. Introduction to Geographical Skills.Sample Lesson: Quarter 1 Unit 0Day 1Day 2Day 3Day 4Day 5TextsClass syllabusGeographical SkillsWorld and United States MapsGeographical SkillsWorld and United States Maps“Self-Reliance” Ralph Waldo Emmerson “Self-Reliance” Ralph Waldo EmmersonStandardsSSP.01-SSP.06SSP.01-SSP.06SSP.01-SSP.06SSP.01-SSP.06SSP.01-SSP.06Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.) Quick write: “What is World History? What does History mean to you? How does studying the shape our present and future world?” Quick write: “Why are maps important? What would the world be life if there were no maps?Quick write: “How do people affect history? How does history affect people?”Quick write:” How has independent thinkers shaped our world? Who do you consider an independent thinker (historic or personal) ?Quick write: What are your goals moving forward in this course? Are there any interesting moments in World History you anticipated discussing?HookDevelop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.Introduction of course/syllabus/classroom practices and rules; discussion of bell work Introduction of maps and their purpose. Continued discussion classroom and map skills Discussion Ralph Waldo Emmerson’s “Self-Reliance”Discussion of the week’s lessons, classroom procedures, and next steps for the following week. InquiryTeacher guided inquiry into content-rich texts, images or other content including.Think/Pair/Share discussion of the quote “Leave nothing for tomorrow which can be done today…”Teacher led discussion about geography and the purpose of map skills. Modeling of analyzing maps and the purpose of map skills. Teacher led discussion about annotating sources and reading historical texts. Teacher led discussion about Emmerson’s Self-Reliance. ApplicationTeacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Group discussion of the quote “A Nation that forgets its history is doomed to repeat it.”Analyzing maps from collected sources (Atlas)Analyzing maps from collected sources (Atlas)Close and whole group reading of selected passage from Ralph Waldo Emmerson’s “Self-Reliance”Maps QuizClosureIndividual students synthesize and/or summarize learning for the day.Introduction of 3-2-13-2-13-2-13-2-1 begin studying for maps quiz3-2-1Unit 0: Week 1Essential Question(s)How does World History shape our view of the world?Why are maps instrumental in understanding history?Why are maps essential to History?How do independent thinkers shape our history?How do individuals and events shape history?Student OutcomesStudents can identify, describe, and explain what history is to them.Students can analyze geographical and political mapsStudents can analyze historical mapsStudents can annotate and analyze passages from Ralph Waldo Emmerson’s “Self-Reliance”Students can analyze questions about “Self-Reliance”TextsRalph Waldo Emerson’s “Self-Reliance”Maps and Atlases from Textbook Suggested Classroom Strategies and ProtocolsModeling of annotation (various school strategies)Close reading strategies (various school strategies)Document Analysis Template (SCS Instructional Strategies Appendix)Quick Writes3-2-1Maps Scavenger Hunt (SCS Q1 Resources)AssessmentMaps QuizStandardsSSP.01-SSP.06Unit Overview: Quarter 1 Unit 1UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 1: The Age of Absolutism and the Enlightenment1.5 WeeksStudents will analyze English efforts to limit the power of monarchs, the Age of Enlightenment, the American Revolution, and the French Revolution and discuss their enduring effects on political expectations for self-government and individual liberty.TN Social Studies Practices: SSP.01-SSP.06Week 1: W.01, W.03Week 2: W.02, W.03, W.04World History Social Studies: Quarter 1 Unit 1 VocabularyTier 2 VocabularyAbolish, inalienable, limit, establish, conflict, preservation Tier 3 VocabularyNationalism, separation of powers, social contract, enlightened absolutism, federal system, revolutionSample Lesson: Quarter 1 Unit 1SS TN Standard(s):W.03Student Outcomes: What will students know and be able to do as a result of this lesson?Students will compare Montesquieu’s balanced government with three branches, Locke’s ideas of consent of the governed and right to revolution, Hobbes’ state of nature and strict government, and Rousseau’s Social Contract.Key Academic Vocabulary:Social Contract, Revolution, Consent of the Governed, Abolish, Limit, EstablishResources / Materials:Hobbes’ Leviathan and Locke’s 2nd Treatise (SCS Q1 Resources)Warm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)List, Label, Sort--GovernmentEssential Question / Relevance: Develop student interest and connect learning to daily standards. Why do governments exist, and how broad should their powers be?High-Quality Text(s):Leviathan and 2nd TreatiseText-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.Four Corners—Controversial statements about government powersClosure: Individual students synthesize and/or summarize learning for the day.Think-Pair Share—Why is a government necessary? How strong should a government be?Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Essay Prompt provided in SCS Q1 ResourcesWeek 2: Unit 1Essential Question(s)What was the divine right of kings? What were the features, strengths, and weaknesses of European absolutism? How did important historical documents limit government authority in response to absolute monarchy? Student OutcomesStudents will describe the divine right of kings theory.Students will describe European absolutism.Students will compare Magna Carta and the English Bill of Rights and the limits that they placed on absolute monarchies.TextsTextbook: McGraw Hill World History and Geography: Modern Times, TN Edition McGraw Hill World History and Geography: Modern Times, TN Edition, p.69-89, p.125-144Suggested Supplemental Texts (in SharePoint): Characteristics of an Absolute Monarch, Economics of History, Geography and History, Louis XIV Biography, Petition of Right, Magna Carta, and English Bill of RightsMaps/Videos/Images: The Age of Absolutism Video, Crash Course Absolute Monarchs (SCS Q1 Resources)Suggested Classroom Strategies and ProtocolsAnticipation Guide: What is a monarch? What does the word absolute mean? How could placing the word absolute in front of monarch change or add to the meaning?Close-Viewing Protocol: The Age of Absolutism and/or Crash Course Absolute MonarchsHeadlines: Characteristics of an Absolute MonarchAssessmentAge of Absolutism DBQStandardsW.01 Describe the concept of the divine right of kings as well as the features, strengths, and weaknesses of European absolutism, including: Louis XIV, Versailles, and Peter the Great.W.02 Compare documents that establish limits on government in response to absolute monarchy (e.g., the Magna Carta and the English Bill of Rights).Week 3: Unit 1Essential Question(s)What were the major ideas of Montesquieu, Hobbes, Locke, and Rousseau during the Age of Enlightenment? How did those ideas change Europe? What were the causes of the English Civil War? What were the consequences of the English Civil War?Student OutcomesStudents will compare Montesquieu’s balanced government with three branches, Locke’s ideas of consent of the governed and right to revolution, Hobbes’ state of nature and strict government, and Rousseau’s Social Contract.Students will examine the causes and consequences of the English Civil War.TextsTextbook: McGraw Hill World History and Geography: Modern Times, TN Edition, p.125-144, p.78-79Suggested Supplemental Texts (in SharePoint): DBQ Binder: The Enlightenment Philosophers, Leviathan and 2nd Treatise, Maps/Videos/Images: Age of Enlightenment 4 Pics and a Word, Images from the EnlightenmentSuggested Classroom Strategies and ProtocolsAnnotating and Paraphrasing Sources: Magna Carta and English Bill of Rights (SCS Q1 Resources)Anticipation Guides: What do students know about governmentClose Read Protocol: Leviathan and 2nd Treatise of Government (SCS Q1 Resources)iCivics—Limited Government Activity---SCS Q1 Resources)Cooperative Learning Activity—Deserted Island (SCS Q1 Resources)Vocabulary Activity—Four pics and a word (SCS Q1 Resources)Note: DBQ Project Enlightenment Unit can be used as sources and activities or can substitute as this week’s instruction based on the needs of the class.AssessmentWhat was the main idea of the Enlightenment philosophers? (See DBQ Binder for more information)StandardsW.03 Compare the major ideas of philosophers during the Age of Enlightenment, such as Charles-Louis de Montesquieu, Thomas Hobbes, John Locke, and Jean-Jacques Rousseau.W.04 Examine the causes and consequences of the English Civil War.Note: It is suggested pacing that Unit 1 end at the halfway point of Week 3. Week 3 will conclude with the beginning of the French Revolution.Unit Overview: Quarter 1 Unit 2UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 2: The French Revolution1.5 WeeksStudents will analyze English efforts to limit the power of monarchs, the Age of Enlightenment, the AmericanRevolution, and the French Revolution and discuss their enduring effects on political expectations for self-government and individual liberty.TN Social Studies Practices: SSP.01-SSP.06Week 1: W.05, W.06Week 2: W.07, W.08, W.09World History Social Studies: Quarter 1 Unit 2 VocabularyTier 2 VocabularyAbsolve, escalate, mediate, perception, reign, vulnerableTier 3 VocabularyBourgeoisie, consulate, coup d’etat, debt, electors, estate, guillotine, nationalism, sans-culottes, shortage Sample Lesson: Quarter 1 Unit 2SS TN Standard(s):W.06Student Outcomes: What will students know and be able to do as a result of this lesson?Students can identify the major causes of the French Revolution.Key Academic Vocabulary:Absolve, reign, bourgeoisie, coup d’etat, estate, revolution Resources / Materials:DBQ Binder, French Social Classes Folder, Image Analysis TemplateWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Image Analysis Template—French Social Classes PyramidEssential Question / Relevance: Develop student interest and connect learning to daily standards. Was the Reign of Terror justified?High-Quality Text(s):Declaration of Rights of Man Text-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Document Analysis—Declaration of Rights of Man and the CitizenText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Gallery Walk—Documents from DBQ Binder for Reign of Terror Mini-QClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—Compass Points—Expanded Rights during the French RevolutionWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.How did the rights of the French citizens evolve during the course of the French Revolution? Cite examples from this week’s texts to support your claim.Week 3.5: Unit 2 Causes of the French Revolution and the Storming of the BastilleEssential Question(s)What was the significance of the three estates of France? Why did the French Revolution occur? What effects did the Enlightenment have on the French Revolution? What events led to escalating violence of the French Revolution?Student OutcomesStudents can identify the major causes of the French revolution as mentioned by the standard.Students can summarize the major events of the French Revolution.TextsTextbook: McGraw Hill World History and Geography: Modern Times, TN Edition p. Suggested Supplemental Texts (in SharePoint): France’s Finances (SCS Q1 Resources), Storming the Bastille Narrative (SCS Q1 Resources), Declaration of the Rights of Man and the Citizen (SCS Q1 Resources)Maps/Videos/Images: Pyramid of the 3 Estates (SCS Q1 Resources)Suggested Classroom Strategies and ProtocolsAnalyzing Visual Images: Pyramid of the 3 Estates (SCS Q1 Resources)Economics Activity: France’s Finances: Why the Crisis (SCS Q1 Resources)Close Viewing Protocol: French Fashion (SCS Q1 Resources)Iceberg Diagrams: Causes of the French RevolutionRead Aloud: Storming of the Bastille Narrative (SCS Q1 Resources)AssessmentFrench Revolution DBQ (SCS Q1 Resources)StandardsW.05 Identify the major causes of the French Revolution, including the impact of:The American Revolution Enlightenment political thoughtConflicting social classes Government corruption and weaknessEconomic factorsW.06 Summarize the major events of the French Revolution (e.g., storming of the Bastille, executionof Louis XVI, reign of terror), and trace the evolution of France’s government from constitutionalmonarchy to democratic despotism to the Napoleonic Empire.Note: Week 3.5 Unit 2 is designed for the 2nd half of Week 3 of Q1.Week 4: Unit 2 Events of the French RevolutionEssential Question(s)What were the factors that led to the Rise and Fall of Napoleon Bonaparte? How did the Enlightenment inspire Thomas Jefferson in writing the Declaration of Independence? How did the American and French Revolutions compare? What were the effects of the French Revolution around the world?Student OutcomesStudents will analyze the factors that led to the rise and fall of Napoleon.Students will identify Enlightenment ideals in the Declaration of Independence.Students will compare the American Revolution to the French Revolution.Students will explain the effects of the French Revolution.TextsTextbook: McGraw Hill World History and Geography: Modern Times, TN EditionSuggested Supplemental Texts (in SharePoint): Declaration of the Rights of Man and the Citizen (SCS Supplementary Packet), Newsela Napoleon Biography (SCS Q1 Resources), Maps/Videos/Images: Coronation of NapoleonSuggested Classroom Strategies and ProtocolsAnnotating and Paraphrasing and Chunking:Declaration of the Rights of Man and the Citizen (SCS Supplementary Packet, p. 10)DBQ Project: Reign of Terror (DBQ Binder)—Note DBQ Project can substitute for other instruction for first half of W.06.Anticipation Guide: What do students know about NapoleonBio-poem: Biography of NapoleonCrop-it: Coronation of Napoleon image (SCS Q1 Resources)DBQ Project: How should we remember Toussaint Louverture? (DBQ Binder)Stanford History: Declaration of Independence Lesson (SCS Q1 Resources)AssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Writing PromptFrench Revolution DBQ (SCS Q1 Resources)As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsW.07 Analyze the geographic, political, and social factors that contributed to the rise and fall of Napoleon Bonaparte’s empire.W.08 Identify how the ideas of the Enlightenment inspired Thomas Jefferson and the Declaration of Independence, and compare the American Revolution with the French Revolution.W.09 Explain the effects of the French Revolution on Europe and the world, including the influence of:the Napoleonic Code, Concert of Europe, and Haitian Revolution.Unit Overview: Quarter 1 Unit 3UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 3: The Industrial Revolution2 WeeksStudents will analyze the emergence of the Industrial Revolution in Europe and the geographic, economic,political, and social implications of the changes that resulted from it.TN Social Studies Practices: SSP.01-SSP.06Week 5: W.10, W.11, W.12, W.13Week 6: W.14, W.15, W.16World History Social Studies: Quarter 1 Unit 3 VocabularyTier 2 VocabularyLabor, derived, transition, industry, factors of production, agricultureTier 3 VocabularyCapital, entrepreneurship, cottage industry, puddling, enclosure movements, Bessemer process, assembly line, mass production, industrializationSample Lesson: Quarter 1 Unit 3SS TN Standard(s):W.14Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain how science and technological innovations changed life in industrialized society.Key Academic Vocabulary:Industrialization, transition, vaccine, mass productionResources / Materials:Vaccine Article from National Geographic HistoryWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Map Skills—Resource Map of Europe at Beginning of Industrial RevolutionEssential Question / Relevance: Develop student interest and connect learning to daily standards. How did scientific and technological innovations change life in industrialized societies?High-Quality Text(s):Vaccination ArticleText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Text to text, Text to self, Text to World—Vaccination ArticleText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Human Timeline—Major InnovationsClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routines—HeadlinesWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Provided in SharePointWeek 5: Unit 3 Essential Question(s)What were the causes of the Agricultural Revolution? How did the Agricultural Revolution change population patterns in Europe and North America? Why was England the ideal setting for the beginning of the Industrial Revolution? How did geographic and cultural features provide advantages and disadvantages to the diffusion of the Industrial Revolution? What were the conditions for Africans during their forced migration to the Western Hemisphere? How did slave labor influence the growth of industrial economies?Student OutcomesStudents can explain how the Agricultural Revolution changed the landscape of Europe and North America.Students can explain the reasons that the Industrial Revolution began in England.Students can analyze features that were advantages and disadvantages to the diffusion of the Industrial Revolution.Students can describe the significant factors in the forced migration of Africans to the Western Hemisphere.TextsTextbook: McGraw Hill World History and Geography: Modern Times, TN Edition, p. 176-181 and 204-207.Suggested Supplemental Texts (in SharePoint): British Population Maps, Mass Society and Democracy, Origins of the Industrial Revolution, Vaccine Article (SCS Q1 Resources)Maps/Videos/Images: Industrial Revolution Image BankSuggested Classroom Strategies and ProtocolsIceberg Diagram—Causes of the Industrial Revolution with Origins of the Industrial Revolutions Text (SCS Q1 Resources)Document Analysis—Mass Society and Democracy Reading and Map (SCS Q1 Resources)EconEdLink Lesson—Henry Ford and the Assembly Line LessonAnalyzing Images—British Population Maps (SCS Q1 Resources)Stanford History—Middle Passages Lesson (SCS Q1 Resources)AssessmentPrompt included in SCS Q1 Unit 3 Week 6 FolderStandardsW.10 Explain how the Agricultural Revolution, mechanization, and the “enclosure movement” led to rapid population growth, rural to urban migration, and the growth of major cities in Europe and North America.W.11 Explain the geographic and economic reasons why the Industrial Revolution began in England, including: natural resources, entrepreneurship, labor, and access to capital.W.12 Analyze how geographic and cultural features were an advantage or disadvantage to the diffusion of the Industrial Revolution.W.13 Describe the geographic scale, trade routes, and conditions of the forced migration of Africans to the Western Hemisphere, including connections between slave labor and the growth of industrial economies.Week 6: Unit 3Essential Question(s)What were the conditions for Africans during their forced migration to the Western Hemisphere? How did slave labor influence the growth of industrial economies? What innovations led to massive changes during the Industrial Revolution? What were the social costs and social benefits of the Industrial Revolution? How were the costs of the Industrial Revolution addressed?Student OutcomesStudents can describe the conditions of the forced migration of Africans to the Western Hempishere.Students can describe how slave labor was connected to the growth of industry.Students can explain how innovations led to change during the Industrial Revolution, making specific mention of the steam engine, textiles, steel processing, medical advances, electricity, and transportation.Students can explain the social benefits of industrialization such as increased productivity and life expectancy.Students can evaluate the social costs of industrialization.Students can evaluate the attempts to address the social costs, such as reform movements, unions, philanthropy, education, and sanitation.TextsTextbook: McGraw Hill World History and Geography: Modern Times, TN EditionSuggested Supplemental Texts (in SharePoint): Hard Times excerpt, Inventors Chart, SHEG Factory Life, William Wilberforce’s Abolition Speech, Women Miners in the English Coal Pits (SCS Q1 Resources) Wealth of Nations and Communist Manifesto (SCS Supplemental Packet)Maps/Videos/Images: Suggested Classroom Strategies and ProtocolsInventors Chart Gallery Walk—Inventors Chart (SCS Q1 Resources)EconEdLink Lesson—Henry Ford and the Assembly Line LessonDBQ Project Binder—Female Workers in Japanese Silk FactoriesText to Text, Text to Self, Text to World—William Wilberforce’s Abolition Speech (SCS Q1 Resources)Two Minute Interviews—Pros and cons of education in Industrial England based on Hard Times excerptSave the Last Word for Me—Child Labor Article (SCS Q1 Resources)Anticipation Guide—What do students know about capitalism or free markets?Annotating and Paraphrasing—Wealth of Nations and Communist ManifestoAssessmentPrompt included in SCS Q1 Unit 3 Week 6 FolderStandardsW.13 Describe the geographic scale, trade routes, and conditions of the forced migration of Africans to the Western Hemisphere, including connections between slave labor and the growth of industrial economies.W.14 Explain how scientific and technological innovations (e.g., the steam engine, new textile technology, steel processing, medical advances, electricity, and new methods of transportation) led to massive social, economic, cultural, and demographic changes.W.15 Evaluate the industrialization of Europe in terms of:Social benefits (e.g., increases in productivity and life expectancy)Social costs (e.g., harsh working and living conditions, pollution, child labor, and income inequality)Attempts to address these costs (e.g., political reform, urban planning, philanthropy, labor unionism, education reform, and public health and sanitation)W.16 Compare and contrast the rise of the following economic theories as a result of industrialization:capitalism, communism, and socialism.Unit Overview: Quarter 1 Unit 4UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 4: Nationalism and Imperialism Part I2.5 WeeksStudents will analyze patterns of European nationalism and imperialism, including the cultural, geographic,and political effects on colonized regions.TN Social Studies Practices: SSP.01-SSP.06Week 7: W.17, W.18, W.19Week 8: W.20, W.21 W.22Week 9: W.22 and AssessmentWorld History Social Studies: Quarter 1 Unit 4 VocabularyTier 2 VocabularyAdvocate, insecure, controversy, exploit, export, uncharted, traditions, civil, estate, whereas, sector, phase, motive, subsidy, contextTier 3 VocabularyMinisterial responsibility, duma, imperialism, racism, protectorate, indirect rule, direct rule, annex, indigenous, sepoys, viceroys, dollar diplomacy, provincial, commodities, concessions, prefectureSample Lesson: Quarter 1 Unit 4SS TN Standard(s):W.19Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain how Social Darwinism affected the spread of Imperialism in Europe to African nations.Key Academic Vocabulary:Imperialism, Social Darwinism, Social Gospel, indirect rule, direct rule, annex, provincialResources / Materials:Europe after the Berlin Conference Map, Textbook, White Man’s Burden excerptWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Map Skills—Europe after the Berlin ConferenceEssential Question / Relevance: Develop student interest and connect learning to daily standards. How did Social Darwinism affect the spread of Imperialism in Europe during the middle to late 19th Century?High-Quality Text(s):The White Man’s BurdenText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Big Paper—Building a Silent Conversation—The White Man’s BurdenText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.SPAR Debate—Social Darwinism (Helping bring a better life to the indigenous people or justifying theft?)Closure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—Circle of ViewpointsWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.R-A-F-T Narrative Writing (SCS Q1 Resources)Week 7: Unit 4Essential Question(s)What is nationalism? How did nationalism contribute to the unification of nations in Germany and Italy? How did anti-Semitism rise in Europe during the late 1800s? What is imperialism? Why did imperialism spread in the 1800s?Student OutcomesStudents can define nationalism and explain how it contributed to the creation of Germany and Italy.Students can describe anti-Semitism and why it spread in Europe during the late 1800s.Students can define imperialism and analyze reasons for it.TextsTextbook: McGraw Hill World History and Geography: Modern Times, TN Edition p.223-245Suggested Supplemental Texts (in SharePoint): Otto Von Bismarck’s Speech at Parliamentary Budget Hearing, Unification of Italy, White Man’s BurdenMaps/Videos/Images: Suggested Classroom Strategies and ProtocolsSimulation—Berlin Conference Map (SCS Q1 Resources)Gallery Walk –Bismarck’s Speech and Unification of Italy (SCS Q1 Resources)Geography Extension—Unification of Italy (SCS Q1 Resources)Alphabet Brainstorm—EmpiresIceberg Diagram--Causes of ImperialismBig Paper—White Man’s Burden (SCS Q1 Resources)SPAR Debate—Social DarwinismAssessmentWeek 1 Assessment R-A-F-T (SCS Q1 Resources)StandardsW.17 Define nationalism, and explain how nationalism, cultural geography, and physical geography contributed to the unification of nations, such as Germany and Italy.W.18 Describe the rise of anti-Semitism in Europe during this time period.W.19 Define imperialism, and analyze reasons for 19th century imperialism, including: competition between empires, cultural justifications, and the search for natural resources and new markets in response to rapid industrialization.Week 8: Unit 4Essential Question(s)Why did imperialism spread in the 1800s? What resources and geographic features of Africa made it attractive to European economic interests? How did the resources of Africa impact global trade? What were the outcomes of the Berlin Conference and the impact of superimposed boundaries on African indigenous populations?Student OutcomesStudents can analyze the spread of imperialism.Students can describe the natural resources and geographic features of the African continent.Students can explain how these resources and features led to European imperialistic intervention.Students can analyze the outcomes of the Berlin Conference.Students can analyze the impact of superimposed boundaries on indigenous populations.Students can analyze the progression of imperialistic claims in Africa.TextsTextbook: McGraw Hill World History and Geography: Modern Times, TN EditionSuggested Supplemental Texts (in SharePoint): Berlin Conference Simulation (SCS Q1 Resources), European Imperialism in Africa DBQ (DBQ Binder0Maps/Videos/Images: Africa Scramble Simulation, Imperialism in Africa Map Activity (SCS Q1 Resources)Suggested Classroom Strategies and ProtocolsDBQ Project: What was the Driving Force Behind European Imperialism in Africa? (DBQ Binder)Simulation—Berlin Conference MapSimulation—Africa ScrambleMap Activity—Imperialism in AfricaAssessmentStudents should create their own maps or 3d representations of colonialism in Africa, Asia, and Latin America, including which country claimed ownership of each colony, what resources each colony provided, and areas in which resistance to colonization occurred.StandardsW.19 Define imperialism, and analyze reasons for 19th century imperialism, including: competition between empires, cultural justifications, and the search for natural resources and new markets in response to rapid industrialization.W.20 Describe the natural resources and geographic features of Africa, their role in attracting European economic interests, and their impact on global trade.W.21 Analyze the outcomes of the Berlin Conference and the impact of superimposed boundaries on African indigenous populations, and compare the geographic progression of imperialistic claims on the African continent by European empires.W.22 Describe successful (e.g., Ethiopia) and unsuccessful (e.g., Zulu Wars and Ashanti Wars) examples of African resistance to European imperialism.Week 9: Unit 4Essential Question(s)How did the imperialistic claims on the African continent by European empires expand? What were successful examples of African resistance to European imperialism? What were unsuccessful examples of African resistance to European imperialism?Student OutcomesStudents can explain how imperialism spread through Africa using a variety of sources.Students can describe successful resistance to imperialism in Ethiopia.Students can describe unsuccessful resistance to imperialism such as the Zulu Wars and the Ashanti Wars.TextsTextbook: McGraw Hill World History and Geography: Modern Times, TN EditionSuggested Supplemental Texts (in SharePoint): Germany and Namibian, Imperialism and ResistanceMaps/Videos/Images: Suggested Classroom Strategies and ProtocolsFoldable Debate--Students will conduct a foldable debate about the following topic: Was imperialism good or bad for the areas that became colonies? Students will fold a sheet of paper in half vertically. On one half, they will write the word yes at the top, and make an argument from their texts that explains why the answer is yes. They will sign their name at the bottom of the half. They will exchange papers with a partner. On their partner’s paper, they will write no on the blank half, and make an argument from their text to explain why the answer is no.Inquiry Module—Imperialism and resistance in Africa (SCS Q1 Resources)Annotation and Paraphrasing—Germany and Namibian and Imperialism and resistance AssessmentBuilt into inquiry moduleStandardsW.22 Describe successful (e.g., Ethiopia) and unsuccessful (e.g., Zulu Wars and Ashanti Wars) examples of African resistance to European imperialism.Note: Week 9 Unit 4 is designed for the 1st half of Week 9 of Q1 to allow time for review and assessment. ................
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