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|Unit Name |Major Topics |Big Ideas & Essential |Standards & Benchmarks |College Readiness Standards |Readings & Supplemental |Assessments& |Department Specific Section |

|& | |Questions | | |Texts |Major Writing |(i.e. Historical Analysis |

|Timeframe | | | | | |Assignments |Skills, |

| | |What factors contributed |16. C.1b Explain how trade |R 13-15 |World Cultures |Analyzing Ancient |Students construct various |

|Unit 2 |Demography and Disease |to the decline of humans |among people brought an |Recognize a clear intent of |Selections from chapters |Literature |timelines of key events, |

| |Migration |in certain locations on a |exchange of ideas, technology |an author or narrator in |3, 7, 20 |Create your Own Culture|people and periods |

|Interaction between |Patterns of Settlement |map? |and language. |uncomplicated literary | |Project |Students assess the |

|Humans and the |Technology | |16.D.4 (W) Identify |narratives |Articles: |Pottery Project |credibility of sources and |

|Environment | |Explain why people move |significant events and |W 3-4 |New Theories About Human |Unit Exam |draw sound conclusions from |

| | |from one place to another |developments since 1500 that |Show limited control of |Development |Honors |them |

| | | |altered world social history in|language (conventions, simple|World Creation Stories |Map Activity: Sweet |Students detect the different|

|Weeks | |What attributes led to |ways that persist today |structure) | |Honey and the Rock |historical points of view on |

|3 - 9 | |people settling an area |including colonization |Understand the dynamics |Hammurabi’s Code | |events |

| | |for an extended time? |17. C.2b Describe the |between people, ideas, and so| | |Students show the connections|

| | | |relationships among location of|on in more challenging | | |between particular historical|

| | |What major developments |resources, population |passages | | |events and larger social, |

| | |led to the rise or fall of|distribution and economic |Identify clear relationships | | |economic and political trends|

| | |a culture? |activities (e.g., |between people, ideas, and so| | | |

| | | |transportation, trade, |on in uncomplicated passages | | | |

| | | |communications). |Identify clear cause-effect | | | |

| | | |17. C.3a Explain how human |relationships in | | | |

| | | |activity is affected by |uncomplicated passages | | | |

| | | |geographic factors. | | | | |

| | | |18. B.3b Explain how social | | | | |

| | | |institutions contribute to the | | | | |

| | | |development and transmission of| | | | |

| | | |culture. | | | | |

|Unit 3 |Religions & Belief |What processes led to the |14. B.5 Analyze similarities |R 13-15 |World Cultures |French/Russian/Chinese |Students assess the |

| |systems |emergence of agricultural |and differences among world |Recognize clear cause-effect |Selections from chapters |revolution propaganda |credibility of sources and |

|Development & |Philosophies, |societies? |political systems (e.g., |relationships described |4, 8, 11, 14 |PowerPoint |draw sound conclusions from |

|Interaction of Culture|Ideologies | |democracy, socialism, |within a single sentence in a| |Mini-DBQ Gandhi, King &|them |

| | |Why was the Neolithic |communism). |passage |Articles: |Mandela – What Made |Students understand and |

| |Science and Technology |Revolution critical for |14. E.5 Analyze relationships| | |Non-Violence Work? – 2 |distinguish cause, effect, |

|Weeks 10 – 15 | |the rise of civilization? |and tensions among members of |W 3-4 |Laws of Hebrews |buckets & |sequence, and correlation in |

| |The arts and | |the international community. |Present a discernible |Laws Relating to Women |intro/conclusion |historical events, including |

| |architecture |What role did geography |16.B Understand the development|minimally developed | | |the long-and short-term |

| | |and environment play in |of significant political |introduction and conclusion |The Spartan Creed |Child Labor Diary |causal relations. |

| | |the rise of civilizations?|events. |Determine, even when the | |Unit Exam |Students compose a historical|

| | | |18. C.2 Describe how changes|language is richly figurative|Slaves in the Roman |Honors |argument |

| | |What are the main |in production (e.g., hunting |and the vocabulary is |Countryside |Arabian Artwork | |

| | |characteristics of |and gathering, agricultural, |difficult, the appropriate | | | |

| | |civilization? |industrial) and population |meaning of context-dependent |Chakras Belief | | |

| | | |caused changes in social |words, phrases, or statements| | | |

| | |What elements of ancient |systems. |in virtually any passage | | | |

| | |civilizations still exist |16.C.2a (W) Describe the | | | | |

| | |today? What have changed?|economic consequences of the | | | | |

| | | |first agricultural revolution, | | | | |

| | | |4000 BCE-1000 BCE | | | | |

| | | | | | | | |

| | | |16. A.2c Ask questions and seek| | | | |

| | | |answers by collecting and | | | | |

| | | |analyzing data from historic | | | | |

| | | |documents, images and other | | | | |

| | | |literary and non-literary | | | | |

| | | |sources. | | | | |

|Unit 4 |Political structures |Are conflicts between |14. D.5 Interpret a variety of |R 13-15 |World Cultures |CHOICES Conflict in |Students construct various |

| |and forms of government|nations and/or people |public policies and issues from|Recognize clear cause-effect |Selections from chapters |Iraq position paper |time lines of key events, |

|State-Building, |Empires, Nations and |inevitable? |the perspectives of different |relationships described |5, 10, 13 |DBQ: The Printing Press|people and periods for the |

|Expansion, and |Nationalism |How does an group’s point |individuals and groups. |within a single sentence in a|SPICE Agenda for Peace |DBQ: What Drove the |historical era they are |

|Conflict |Revolts and Revolutions|of view affect the way |14. E.5 Analyze relationships|passage |Articles: |Sugar Trade |studying. |

| |Regional, |they deal with conflict? |and tensions among members of | |Wars, Slaves, & Land |Quilt Project: Cultural|Students explain the central |

|Weeks 16 – 21 |Trans-regional, and |Why do some conflicts |the international community. |W 3-4 |Reform |Encounters |issues and problems from the |

| |Global structures & |remain local and others |16. B.5a (W) Analyze worldwide |Offer a little development |When Worlds Collide Lyrics|Unit Exam |past, placing people and |

| |Organizations |become global? |consequences of isolated |with one or two ideas; |Merchants & Trade | |events in a matrix of time |

| | |Is a lasting world peace |political events, including the|include general examples that|Machiavelli Packet |Honors |and place. |

| | |possible? |events triggering the |may not be clearly relevant |The Mongol Era |Persuasive essay Will a|Students understand the |

| | | |Napoleonic Wars and World Wars |Understand implied or subtly |The Heart of Darkness |fence solve problems 4 |meaning, implication, and |

| | | |I and II. |stated cause-effect | |Israel/Palesine? |impact of historical events |

| | | |16. D.5 (W) Analyze the |relationships in more |Honors | |and recognize that events |

| | | |relationship between an issue |challenging passages |Point/Counterpoint reading| |could have taken other |

| | | |in world social history and the|Infer the main idea or |-- fence b/t Israelis and | |directions. |

| | | |related aspects of political, |purpose of straightforward |Palestinians | | |

| | | |economic and environmental |paragraphs in uncomplicated | | | |

| | | |history. |literary narratives | | | |

| | | |17. C.5c Describe geographic | | | | |

| | | |factors that affect cooperation| | | | |

| | | |and conflict among societies. | | | | |

| | | |18. B.4 Analyze various forms | | | | |

| | | |of institutions (e.g., | | | | |

| | | |educational, military, | | | | |

| | | |charitable, governmental). | | | | |

|Unit 5 |Agricultural and |What impact have regional |14. E.5 Analyze relationships|R 13-15 |World Cultures |PowerPoint Photo Essay |Students assess the |

| |Pastoral production |and global trade networks |and tensions among members of |Locate basic facts (e.g., |Selections from chapters |– Columbian Exchange or|credibility of sources and |

|Creation, Expansion, |Trade and Commerce |had on world history? |the international community. |names, dates, events) clearly|15, 17, 21, 24 |Triangle Trade |draw sound conclusions from |

|and Interaction of |Labor systems |How does globalization |15.C.2b Identify and explain |stated in a passage |Articles: |DBQ: How did |them |

|Economic Systems |Industrialization |affect people’s lives? |examples of competition in the |W 3-4 |The Declaration of Rights |Colonialism Affect |Students interpret basic |

| |Capitalism and |What are the |economy |Maintain a focus on the |of Man |Kenya |indicators of economic |

|Weeks 22 – 27 |Socialism |responsibilities and |16. C.2c (W) Describe basic |general topic in the prompt |The Tennis Court Oath |DBQ: The Mill Workers |performance and conduct |

| | |consequences of this new |economic changes that led to |through most of the essay |Feudalism in Western |Collage: Social History|cost-benefit analyses of |

| | |world order described as |and resulted from the manorial |Use a few simple and obvious |Europe & Japan |of Today |economic and political |

| | |"global"? |agricultural system, the |transitions |Rethinking Globalization |Make a Difference |issues. |

| | | |industrial revolution, the rise|Discern which details, though|SPICE Global Investigation|Project on Child |Students show the connections|

| | | |of the capitalism and the |they may appear in different |of Child Labor |labor/sweatshops(presen|between particular historical|

| | | |information/communication |sections throughout a | |tation, rap, video, |events and larger social, |

| | | |revolution. |passage, support important | |etc) |economic and political trends|

| | | |16. E.4a (W) Describe how |points in more challenging | |Unit Exam |Students compose a historical|

| | | |cultural encounters among |passages | |Honors |argument |

| | | |peoples of the world (e.g., | | |Anti-globalization | |

| | | |Colombian exchange, opening of | | |PowerPoint | |

| | | |China and Japan to external | | | | |

| | | |trade, building of Suez canal) | | | | |

| | | |affected the environment, 1500 | | | | |

| | | |- present. | | | | |

| | | |17.C.2b Describe the | | | | |

| | | |relationships among location of| | | | |

| | | |resources, population | | | | |

| | | |distribution and economic | | | | |

| | | |activities (e.g., | | | | |

| | | |transportation, trade, | | | | |

| | | |communications) | | | | |

| | | |18. C.4b Analyze major | | | | |

| | | |contemporary cultural exchanges| | | | |

| | | |as influenced by worldwide | | | | |

| | | |communications. | | | | |

|Unit 6 |Gender roles and |How have gender roles and |14. D.4 Analyze roles and |R 13-15 |Population Explosion |Cartoon Analysis |Students use a variety of |

|Development & |relations |relations changed over |influences of individuals, |Locate basic facts clearly | |Project |maps and documents to |

|Transformation of |Family and kinship |time? |groups and media in shaping |stated in a passage |The Spread of Democracy at| |interpret movement, including|

|Social Structure |Racial and Ethnic |How did the collapse of |current debates on |W 3-4 |the End of the Century: |Compare and Contrast |the diffusion of ideas, |

| |Construction |empires affect family and |international policies. |Provide a discernible |China, Africa, and the |essay: Legacies of |technological innovations, |

|Weeks 27– 33 |Social and economic |kinship relations |16.D.3 (W) Identify the |organization with some |Middle-East |Colonialism |diseases, and goods. |

| |classes |globally? |origins and analyze |logical grouping of ideas in | | |Students assess the |

| | | |consequences of events that |parts of the essay |Bosnia: The Two Faces of |Change over time: |credibility of sources and |

| | |What is race and |have shaped world social |Use a few simple and obvious |War |Women’s role in China, |draw sound conclusions from |

| | |ethnicity? |history including famines, |transitions | |Russia, Iran, India and|them |

| | | |migrations, plagues, slave | |The Non Alignment Movement|the U.S. |Students compose a historical|

| | |Will the promotion of |trading | | | |argument |

| | |democracy alter the |17. D.5 Analyze the | |Stokely Carmichael: What |Project: Time Capsules | |

| | |historic social and |historical development of a | |We Want |of Change | |

| | |economic classes of a |current issue involving the | | |Unit Exam | |

| | |region? |interaction of people and | |The Wall in My Backyard |Honors | |

| | | |geographic factors (e.g., mass | | |TBA | |

| | | |transportation, changes in | |Obama: On Race | | |

| | | |agricultural subsidies, flood | | | | |

| | | |control). | |Buchanan: A Brief for | | |

| | | |16. A.5a Analyze historical and| |Whitey | | |

| | | |contemporary developments using| | | | |

| | | |methods of historical inquiry | | | | |

| | | |(pose questions, collect and | | | | |

| | | |analyze data, make and support | | | | |

| | | |inferences with evidence, | | | | |

| | | |report findings). | | | | |

| | | |16. B.5a (W) Analyze worldwide | | | | |

| | | |consequences of isolated | | | | |

| | | |political events, including the| | | | |

| | | |events triggering the | | | | |

| | | |Napoleonic Wars and World Wars | | | | |

| | | |I and II. | | | | |

|Unit 7 |Human Rights |What role does the world |14. D.5 Interpret a variety of |R 13-15 |CHOICES Confronting |CHOICES Position Paper |Marshal evidence of |

| |Holocaust |play in determining social|public policies and issues from|Recognize a clear intent of |Genocide: Never Again? |Illustration of |antecedent circumstances and |

|19th Century and |20th/21st c genocides |and political morals? |the perspectives of different |an author or narrator in |SPICE Human rights in a |Holocaust Children’s |contemporary factors |

|Contemporary Period |(Rwanda, Bosnia, |How are prejudice and bias|individuals and groups. |uncomplicated literary |global context |Poem |contributing to problems and |

| |Darfur) |created? |14. E.5 Analyze relationships|narratives | |Unit Exam |alternative courses of |

|Weeks 34 – 39 | |How might different |and tensions among members of |W 3-4 | | |action. |

| | |cultures live peacefully |the international community. |Show limited recognition of | | |Evaluate alternative courses |

| | |together? |16.D.4 (W) Identify |the complexity of the issue | |Honors |of action. |

| | |Who is responsible for the|significant events and |in the prompt | |Comparative essay – |Formulate a position or |

| | |genocides that have |developments since 1500 that | | |Jewish Holocaust with |course of action on an issue.|

| | |occurred in the 20th |altered world social history in| | |more recent genocide | |

| | |century? |ways that persist today | | | | |

| | | |including colonization, | | | | |

| | | |Protestant Reformation, | | | | |

| | | |industrialization, the rise of | | | | |

| | | |technology and human rights | | | | |

| | | |movements. | | | | |

| | | |17. C.5c Describe geographic | | | | |

| | | |factors that affect cooperation| | | | |

| | | |and conflict among societies. | | | | |

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