Grade 11th and 12th Modern History Annual Curriculum Map

[Pages:6]Grade 11th and 12th Modern History Annual Curriculum Map

Overview: The focus of this curriculum is to stress the democratic ideals that shaped us, the responsible citizenship that sustains us, the cultural diversity that enriches us, the global perspective that we need in an ever-changing world, and the economic connections that impact our lives. Students will develop and use a variety of skills, including note-taking, accessing, organizing, analyzing primary sources, presenting in both oral and written formats, engaging in seminar discussions, debating resolutions, and working in small groups to comprehend the curriculum content.

September-November (Term 1)

November-January (Term 2)

Major Skills/ Standards

-Critical Thinking *Synthesizing Information *Distinguishing Fact from Fiction *Making Inferences and Drawing Conclusions *Making Generalizations

-Technology Skill *Building a Database *Using E-Mail

-Study and Writing Skill *Outlining *Summarizing Information *Using Library Resources *Outlining

-Social Studies Skill *Interpreting Graphs

-Critical Thinking Skill *Making Generalizations *Making Decisions *Identifying Argument *Detecting Bias

-Social Studies Skill *Reading a Thematic Map *Writing a Journal

-Technology Skill *Evaluating a Web Site

-Study and Writing Skill *Writing a Report

January-March (Term 3)

-Critical Thinking Skill *Problem Solving *Analyzing Primary Sources *Interpreting Military Movements on a Map *Analyzing Political Cartoons *Synthesizing Information

-Study and Writing Skill *Preparing a Bibliography -Social Studies Skill *Conducting an Interview

-Technology Skill *Using a Electronic

Spreadsheet

March-June (Term 4)

-Critical Thinking Skill *Analyzing Secondary Sources *Analyzing News Media

-Social Studies Skill *Understanding World Time Zones *Interpreting Statistics

-Study and Writing Skill *Preparing a Bibliography

July-August (Term 5)

-Social Studies Skill *Reading a Cartogram

-Technology Skill *Developing a Multimedia Presentations

Theme

The Early Modern World Jazz Age 1921-1939

Major Projects

-Dramatic Reenactment/ Animation

-Bibliographical Project

European Imperialism 1931-1960

-Descriptive Essay -Research Project

The Twentieth Century Crisis:

Time of Upheaval 1961-1975

-Oral / Interview Presentation

-Mock Trial

Toward a Global Civilization 1975-1992

-Debate

-Magazine/Newspaper Project

A Changing Society 1992-Present

-Short Story -Multimedia Presentation

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Grade 11th and 12th Modern History Annual Curriculum Map

Materials

September-November (Term 1)

Glencoe: The American Vision -Unit 7: Boom and Bust, 1920?1941 *Chapter 20: The Jazz Age, 1921?1929 *Chapter 21: Normalcy and Good Times, 1921?1929 *Chapter 22: The Great Depression Begins, 1929? 1932 *Chapter 23: Roosevelt and the New Deal, 1933?1939

Glencoe World History -Unit 3 Chapter 12: Renaissance and Reformation, 1350?1600 *Chapter 13: The Age of Exploration, 1500?1800 *Chapter 14: Crisis and Absolutism in Europe, 1550? 1715 *Chapter 15: The Muslim Empires, 1450?1800 *Chapter 16: The East Asian World, 1400?1800 *Chapter 17: Revolution and Enlightenment, 1550?1800 *Chapter 18: The French Revolution and Napoleon, 1789?1815

November-January (Term 2)

Glencoe: The American Vision -Unit 8: Global Struggles, 1931?1960 *Chapter 24: A World in Flames, 1931?1941 *Chapter 25: America and World War II, 1941?1945 *Chapter 26: The Cold War Begins, 1945?1960 *Chapter 27: Postwar America, 1945?1960

Glencoe World History -Unit 4 *Chapter 19: Industrialization and Nationalism, 1800?1870 *Chapter 20: Mass Society and Democracy, 1870?1914 *Chapter 21: The Height of Imperialism, 1800?1914 *Chapter 22: East Asia Under Challenge, 1800?1914

January-March (Term 3)

Glencoe The American Vision -Unit 9 : A Time of Upheaval, 1954?1980 *Chapter 28: The New Frontier and the Great Society, 1961? 1968 *Chapter 29: The Civil Rights Movement, 1954?1968 *Chapter 30: The Vietnam War, 1954?1975 *Chapter 31: The Politics of Protest, 1960?1980

Glencoe World History -Unit 5 *Chapter 23: War and Revolution, 1914?1919 *Chapter 24: The West Between the Wars, 1919?1939 *Chapter 25: Nationalism Around the World, 1919?1939 *Chapter 26: World War II, 1939?1945

March-June (Term 4)

Glencoe The American Vision -Unit 10: A Changing Society, 1968?Present *Chapter 32: Politics and Economics, 1971?1980 *Chapter 33: Resurgence of Conservatism, 1980?1992

Glencoe World History -Unit 6 *Chapter 27: Cold War and Postwar Changes, 1945?1970 *Chapter 28: The Contemporary Western World, 1970?Present *Chapter 29: Latin America, 1945?Present *Chapter 30: Africa and the Middle East, 1945?Present







July-August (Term 5)

Glencoe The American Vision - Unit 10: A Changing Society, 1968?Present *Chapter 34: Into a New Century, 1992?present -Current Events Glencoe World History -Unit 6 *Chapter 31: Asia and the Pacific, 1945?Present *Chapter 32: Challenges and Hopes for the Future



Assessment

-Writing Rubric -Performance Assessment Project -Teacher/Student Conference -Writing Portfolio

-Writing Rubric -Performance Assessment Project -Teacher/Student Conference -Writing Portfolio

-Writing Rubric -Performance Assessment Project -Teacher/Student Conference -Writing Portfolio

-Writing Rubric -Performance Assessment Project -Teacher/Student Conference -Writing Portfolio

-Writing Rubric -Performance Assessment Project -Teacher/Student Conference -Writing Portfolio -Journal

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Strand 1: History

Learning Standard 1: Chronology and Cause

Students recognize the occasions on which the collaboration of different kinds of people, often with different motives, has accomplished important changes.

Learning Standard 2: Historical Understanding

Students understand the use of historical events as warnings to us, and the dangers of regarding them as lessons to copy as we confront our own problems.

Grade 11th and 12th Modern History Annual Curriculum Map

Learning Standard 3: Research, Evidence, and Point of View

Learning Standard 4: Society, Diversity, Commonality, and the Individual

Students recognize the need to identify and account for partisan pleading in competing accounts of the past.

Students consider how the cardinal American principles of respect for the rights of all individuals and constitutionally limited government can coexist fruitfully with the flourishing of particular religious and ethnic traditions among our population.

Learning Standard 5: Interdisciplinary Learning: Religion, Ethics, Philosophy and Literature in History

Students recognize limits to the pursuit of individual happiness and gratification implicit in the ideals of justice and respect for the human dignity and rights of others.

Learning Standard 6: Interdisciplinary Learning: Natural Science, Mathematics, and Technology in History Students learn of the technology by which news media broadcast live coverage of events worldwide and assess the effects of such coverage.

Students weigh the usefulness and relative credibility of newspaper accounts of an historical event against those of eyewitness and of historians writing over time.

Students understand the political, civic, and moral principles underpinning written constitutions and laws, that need to be widely observed in order to extend liberty, equality, and justice to all citizens; principles of respect fro the individual and property rights of others, and of active participation in the political life of the nation (jury service, informed voting, contributions to one's community).

Students return to the principle of the Declaration of Independence that "all men are create equal" And explain how this principle provides the foundations of our common citizenship. They appraise the truth in principle and I practice of alternative claims about the fundamental purpose of government and civic society.

Students understand the use of the principles of justice and human dignity in identifying forms of conduct as right or wrong, and as tolerable or intolerable. They distinguish toleration from respect and assess alternatives fro addressing, through law, [policy, and personal engagement, persistent but intolerable conditions, circumstances, practices, and behavior.

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Grade 11th and 12th Modern History Annual Curriculum Map

Strand 2: Geography

Learning Standard 7: Physical Spaces of the Earth Students compare the potential of various regions fro increased agricultural production.

Learning Standard 8: Places and Regions of the World Students recognize geographic factors in political decisions.

They understand geographic factors in economic development.

Learning Standard 9: The Effects of Geography Students understand how geography and climate affect the development of social, economic, and political patterns of human life.

Learning Standard 10: Human Alteration of Environments Students evaluate the economic, social, and ecological impact of governmental polices.

Strand 3: Economics

Learning Standard 11: Learning Standard 12:

Fundamental Economic Economic Reasoning

Concepts

Students name, define, Students explain the economic reasoning

and use correctly the behind hedging, i.e. protecting one's interests

common terms used to if things do not go as one expects.

discuss contemporary

economics.

Students compare ways Students understand that changes in supply or

to save money.

demand cause prices to change; in turn, buyers

and sellers adjust their purchase and sales

decisions.

Students compare ways Students explain how monopolies work and

to invest money.

how they differ from competitive markets.

Students explain various types of taxes, their aims, their costs, and their benefits.

Students explain reactions to inflation in various sectors of the economy.

Learning Standard 13: American and Massachusetts Economic History Students describe the rise and fall of particular industries.

Students describe the effects of slavery on the U.S. economy in the 19th century.

Students describe how the state and federal governments encouraged business expansion in the 19th century.

Students describe the new industries, manufacturing techniques, and leading practices of the early 20th century Students describe the causes of the Great Depression.

Learning Standard 14: Today's Economy Students describe the relationship between trade balance and capital flow. Students describe international lending and investment.

Learning Standard 15: Theories of Economy

Students analyze social and political consequences of economic systems.

Students analyze differences among free market economies.

Students understand how economic systems can combine elements of free market s and government regulation.

Students explain cost-benefit analysis.

Students explain marginal cost-benefit analysis, whereby effective decisions are made by comparing the additional costs of alternatives with the additional benefits. Students understand the basics of running a business.

Students describe the rise of government economic and social policies intended to alleviate poverty.

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Grade 11th and 12th Modern History Annual Curriculum Map

Strand 4: Civics and Government

Learning Standard: 16:

Learning Standard 17:

Authority, Responsibility, and The Founding Documents

Power

Learning Standard 18: Principals and Practices of American Government

Learning Standard 19: Citizenship

Learning Standard 20:

Drawing on Core Knowledge, students: Describe, analyze, and appraise uses of governmental authority to alter social conditions, such as labor laws that legalized union organizing, collective bargaining, and democratic voting in workplaces.

Distinguish right from power and assess the assertion "might makes right".

Students acquire in-depth understanding of the Founding Documents including selected Federalists papers and AntiFederalist positions, key addresses and papers by political and civic leaders, and changes in law designed to fulfill more justly the promise of the Founding Documents. Students explain the ideals of human dignity and the rights of individuals fundamental to the arguments of the Declaration of Independence.

Students analyze and compare primary source documents such as Magna Carta, English Bill of Rights, Mayflower Compact, Declaration of Independence, Articles of Confederation, Constitutions of the United States and Massachusetts.

Drawing on Core Knowledge, students describe and appraise the current condition of democracy and human and civil rights in selected nations including the United States.

They understand the reasons for the adoption of amendments to the United States Constitution.

Students understand landmark interpretations of the U.S. Constitution and its amendments, including the importance of Mulbury vs. Madison, McCulloch vs. Maryland, Dred Scott vs. Sanford, Plessy vs. Ferguson, National Labor Relations Board vs. Jones & Laughlin Steel Corporation, Brown vs. Board of Education, and Roe vs. Wade. They understand and analyze political and legal issues in contemporary American society and how Supreme Court decisions have affected these issues.

Drawing on Core Knowledge in History for this and earlier grade spans, students compare and contrast the legitimacy of various governments.

Students recognize and explain instances in which the United States has sought to create or support democratic government.

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Grade 11th and 12th Modern History Annual Curriculum Map

Course Overview

World War II: Causes and Consequences Particular attention should be paid to the consequences of World War II--which continue to have so much importance in shaping the contemporary world. Students should realize which major nations formed the Allied and the Axis Powers. They should examine the German offensive, the Battle of Britain, the major turning points of the war and the effects of the Yalta Conference. Attention should be given to the war in the Pacific, including Japan's prewar expansion in East and Southeast Asia, its attack on Pearl Harbor, and the struggle for the Pacific. The impact of the use of nuclear weapons against Japan should be examined, particularly the global significance of these weapons and their impact on subsequent events. Other important postwar developments to be studied include the establishment of the state of Israel, the population movement within and immigration to Europe and the changing roles of women in industrialized countries. The creation of the United Nations and the Universal Declaration of Human Rights should be evaluated and placed in the context of the post-war world. There should be an examination of the developing bi-polar world, including the post-war alliance systems, the Cold War, the Korean War and the Vietnam War.

Nationalism in the Contemporary World Students will study the effects of nationalism in the contemporary world. Particular attention should be paid to the connections among political systems, economic development, and individual rights. By analyzing post-war nation building, students should be able to understand major national and international dilemmas occurring today. Students should analyze instances of nation building in the contemporary world in the Middle East, Asia, Africa and Latin America. They should understand the geopolitical, cultural, military, economic and international challenges in different regions of the world. They should describe the recent history of the regions, their political divisions, key leaders, religious systems, natural features, resources and population patterns. Trends in the regions should be examined as to whether they serve the causes of individual freedom. The former Soviet Union, its spheres of influence, communist ideology and the human cost of the system should be studied. Soviet hegemony over Eastern Europe should be analyzed as well as its military might. The downfall of the Berlin Wall and the collapse of the Soviet system should be examined as well as the impact of the end of the cold war on the world at large. Twentieth century China will be examined, including the downfall of the dynastic system, early nationalism, the rise of Chinese communism, problems under Mao, the changing economic structure of the country and its modern development. China's dominant position in East Asia will be studied, as well as its future importance on the world stage. The post-colonial Middle East should be investigated. This region has been in almost continual ferment--not only because of wars between Israel and the Arab nations but also because of tensions between Arab nations and among different Islamic groups, such as Sunni and Shiite Muslims. The fragile political affairs of the area are further aggravated by its strategic importance as a supplier of oil to the industrialized world, the unresolved problems of the displaced Palestinian refugees, the recurrent use of terrorism among adversaries, the disruptions associated with traditional cultures and the forces of modernization. Students should be aware of the peace process in the Middle East including the role of the United States in the peace efforts.

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