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PLEASANT VALLEY SCHOOL DISTRICT

PLANNED COURSE CURRICULUM GUIDE

World Studies

Grade 10

I. COURSE DESCRIPTION AND INTENT:

Students will be introduced to the main economic, social, political and cultural forces that shaped world events/ideologies during the period from the Renaissance to the modern world. The Course will begin with a review of ancient civilizations that includes a focus on the change between the cradles of civilization and the classical civilizations of Greece and Rome. The focus then shifts to the creation of the modern world with an examination of the Renaissance and Reformation followed by the French Revolution, Nationalism in Europe, the Industrial and Scientific Revolutions, Age of Imperialism, WWI and various current world affairs. Special attention will be given to causal relationships dealing with scientific and industrial advancements and their effect on economic, social and political changes. Essential questions will allow students to make connections to the past as well as contemporary issues.

II. INSTRUCTIONAL TIME:

Class Periods: 6 per 6-day cycle

Length of Class Periods (minutes):56

Length of Course: Full Year

Unit of Credit: 1

Updated: June 2014

|COURSE: |GRADE(S): |

|STRAND: Reading |TIMEFRAME: |

|PDE Standard Area: | |

|1.2 Reading, Analyzing and Interpreting Text | |

|PA ACADEMIC STANDARDS |

|1.2.11.A: Evaluate and critique text organization and content to determine the author’s purpose and effectiveness according to the author’s |

|theses, accuracy, thoroughness, logic, and reasoning. |

|1.2.11.B: Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate information, |

|coherent arguments and points of view. |

|1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the |

|author’s argument or defense of a claim as related to essential and non-essential information. |

|1.2.11.D: Analyze inferences and draw conclusions based on and related to an author’s implicit and explicit assumptions and beliefs about a |

|subject. |

|1.2.11.E: Examine and respond to essential content of text and documents in all academic areas. |

|ASSESSMENT ANCHORS |

|N/A |

|RESOURCES |

|PVHS Library Handbook |

|PVHS Library Controversial Issues Planner |

|Text/articles/novels |

|Teacher created materials |

|Student selected materials |

|History Moodle Webpages |

|Pleasant Valley High School Library Webpage |

|PV Research and Assessment Handbook |

|OBJECTIVES |

|PDE Big Idea(s): |

|Comprehension requires and enhances critical thinking is constructed through the intentional interaction between reader and text |

|Core Objectives: |

|Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an |

|understanding of the text as a whole (CC.8.5.11-12.A) |

|Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships |

|among the key details and ideas. (CC.8.5.11-12.B) |

|Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where |

|the text leaves matters uncertain. (CC.8.5.11-12.C) |

|Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text |

|contribute to the whole. (CC.8.5.11-12.E) |

|Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in |

|words) in order to address a question or solve a problem. (CC.8.5.11-12.G) |

|Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting |

|discrepancies among sources. (CC.8.5.11-12.I) |

|ESSENTIAL CONTENT |

|PDE Essential Question(s): |

|How does interaction with text provoke thinking and response? |

| |

|Core Content: |

|Use of graphs and data representations |

|Reading of primary sources from various locations |

|Reading of the secondary sources from various locations |

|Use maps and charts as visual representations of data |

|INSTRUCTIONAL STRATEGIES |

|Teacher modeling |

|Think- Pair- Share |

|Usage of Reading Apprenticeship strategies |

|Usage of Best Classroom Practices |

|ASSESSMENTS |

|Teacher and peer evaluation. |

|Teacher and peer response on written work. |

|Rubrics/PV Research and Assessment Handbook |

|CORRECTIVES / EXTENSIONS |

|Explicit modeling followed by systematic guided practice of each skill |

|Work in pairs to provide peer evaluation |

|Use technological support |

|COURSE: |GRADE(S): |

|STRAND: Writing |TIMEFRAME: |

|PDE Standard Area: | |

|1.4 Types of Writing | |

|1.5 Quality of Writing | |

|PA ACADEMIC STANDARDS |

|1.4.12.B: Write complex informational pieces (e.g. research papers, literary analytical essays, evaluations) |

|Make and support inferences with relevant and substantial evidence and well-chosen details. |

|Identify and assess the impact of perceived ambiguities, nuances, and complexities within text. |

|1.4.12.C: Write persuasive pieces. |

|Use rhetorical strategies (e.g., exposition, narration, description, argumentation, or some combination thereof) to support the main argument |

|or position. |

|Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly |

|accepted beliefs, and logical reasoning. |

|1.5.12.A: Write with a clear focus, identifying topic, task, and audience. |

|1.5.12.B: Develop content appropriate for the topic. |

|Gather, organize, and determine validity and reliability of information. |

|Employ the most effective format for purpose and audience. |

|Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus. |

|1.5.12.C: Write with controlled and/or subtle organization. |

|Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. |

|1.5.12.D: Write with an understanding of style using a variety of sentence structures and descriptive word choices. |

|Create tone and voice through the use of precise language. |

|1.5.12.E: Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, |

|audience, and genre have been addressed. |

|1.5.12.F. Use grade appropriate conventions of language when writing and editing. |

|Spell all words correctly |

|Use capital letters correctly |

|Punctuate correctly |

|Use correct grammar and sentence and formation |

|ASSESSMENT ANCHORS |

|N/A |

|RESOURCES |

|PVHS Library Handbook |

|PVHS Library Controversial Issues Planner |

|Text/articles/novels |

|Teacher created materials |

|Student selected materials |

|History Moodle Webpages |

|Pleasant Valley High School Library Webpage |

|PV Research and Assessment Handbook |

|OBJECTIVES |

|PDE Big Idea(s): |

|Purpose, topic and audience guide types of writing |

|Writing is a recursive process that conveys ideas, thoughts and feelings |

|Writing is a means of documenting thinking |

|Core Objectives: |

|Write arguments focused on discipline-specific content. (CC.8.6.11-12.A) |

|Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. |

|(CC.8.6.11-12.B) |

|Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback,|

|including new arguments or information. (CC.8.6.11-12.E) |

|Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths |

|and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to |

|maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. |

|(CC.8.6.11-12.G) |

|Draw evidence from informational texts to support analysis, reflection, and research. (CC.8.6.11-12.H) |

|ESSENTIAL CONTENT |

|PDE Essential Question(s): |

|To what extent does the writing process contribute to the quality of writing |

|How do we develop into effective writers? |

|What role does writing play in our lives? |

|Core Content: |

|Develop essays with an introduction, 3 body paragraphs, and conclusion. |

|Write clear, concise paragraphs using correct grammar, spelling, punctuation, usage, and mechanics. |

|Use writing techniques to experiment and develop a personal writing style. |

|Write creative and critically in response to literature-based assignments. |

| Explore different styles and forms in poetry. |

| Practice writing the four modes. |

|Incorporate self-reflection into writing. |

| Assign writing with several stages. |

|Revise and edit. |

|INSTRUCTIONAL STRATEGIES |

|Teach grammar units in areas that require special emphasis as reflected in students’ papers. |

|Employ a variety of writing techniques such as brainstorming, discussion, modeling, free-writing, and examining writing models. |

|Examine and re-evaluate past assignments. |

|Incorporate Reading Apprentice techniques. |

|ASSESSMENTS |

|Teacher and peer evaluation. |

|Teacher and peer response on written work. |

|Rubrics/PV Research and Assessment Handbook |

|CORRECTIVES / EXTENSIONS |

|Explicit modeling followed by systematic guided practice of each skill |

|Work in pairs to provide peer edit. |

|Use model writing. |

|Use technological support |

|COURSE: |GRADE(S): |

|STRAND: Research |TIMEFRAME: |

|PDE Standard Area: | |

|1.8 Research | |

|1.9 Information, Communication, and Technology Literacy | |

|PA ACADEMIC STANDARDS |

|1.8.12.A: Formulate a clear research question and design a methodology for gathering and evaluating information on the chosen topic. |

|1.8.12.B: Conduct inquiry and research on self-selected or assigned topics, issues, or problems using a wide variety of appropriate media |

|sources and strategies. |

|Demonstrate that sources have been evaluated for accuracy, bias, and credibility. |

|Synthesize information gathered from a variety of sources, including technology and one’s own research, and evaluate information for its |

|relevance to the research question. |

|Demonstrate the distinction between one’s own ideas from the ideas of others, and includes a reference page. |

|1.8.12.C: Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inference and |

|conclusions drawn from research. |

|1.9.12.A: Use media and technology resources for research, information, analysis, problem solving, and decision making in content learning. |

|Identify complexities and inconsistencies in the information and the different perspectives found in each medium. |

|1.9.12.B: Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness, importance, and social and |

|cultural context. |

|ASSESSMENT ANCHORS |

|N/A |

|RESOURCES |

|PV Research and Assessment Handbook |

|MLA Handbook |

|Chicago(Turabian) Handbook |

|PVHS Library web pages and links |

|Library Research Planner |

|Student selected materials |

|OBJECTIVES |

|PDE Big Idea(s): |

|Information to gain or expand knowledge can be acquired through a variety of sources |

|Core Objectives: |

|Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between |

|texts with focus on textual evidence. |

|Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and |

|appropriate content |

|Students summarize, represent, interpret data on tables and graphs |

|ESSENTIAL CONTENT |

|PDE Essential Question(s): |

|How can our knowledge and use of the research process promote lifelong learning? |

|How do we use information gained through research to expand knowledge? |

|Core Content: |

|Follow the MLA or Turabian process for conducting research of: evaluating sources, taking notes, outlining, and writing drafts |

|Develop, with teacher guidance, an essential question |

|Answer the essential question to formulate a thesis statement that addresses purpose and audience |

|During the research process, submit a working annotated bibliography for the purpose of review by teacher and possible revision by student |

|Differentiate between summarizing, paraphrasing, direct quoting, and using one’s own idea to prevent intentional and unintentional plagiarism |

|Use a variety of tools to produce an individual critical research paper on a selected social issue with a minimum of five sources and one to |

|five pages. |

|INSTRUCTIONAL STRATEGIES |

|The classroom teacher and librarians will collaborate and co-teach throughout the process of planning, conducting, and documenting research |

|Model various forms of note taking |

|Peer review |

|Reference individual research planner checklists for classroom and library activities |

|ASSESSMENTS |

|Teacher and peer evaluation |

|The final paper |

|Pre-research activities |

|Rubrics/PV Research and Assessment Handbook |

|CORRECTIVES / EXTENSIONS |

|Correctives: |

|Explicit modeling followed by systematic, guided practice of each skill |

|Extensions: |

|Provide opportunity for further inquiry |

|Convert research paper into technology-enhanced research presentation |

|Apply research to authentic, real-world scenarios |

|COURSE: WORLD STUDIES |GRADE(S): 10 |

|STRAND: |TIME FRAME: Year |

|CONTENT: Review of the Ancient World | |

|PA ACADEMIC STANDARDS |

|8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world |

|history. |

|8.4.12.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to world history. |

|8.4.12.C: Evaluate how continuity and change have impacted the world today. |

|8.4.12.D: Evaluate how conflict and cooperation among groups and organizations have impacted the development of the world today, including its|

|effects on Pennsylvania. |

| |

|ASSESSMENT ANCHORS |

| |

|NA |

|RESOURCES |

|Course text book |

|Teacher created Materials |

|Student Selected Materials |

|Social Studies Moodle Page |

|PVHS Library Website |

|PV Research and Assessment Handbook |

|PDE BIG IDEA |

|Historical interpretation involves an analysis of cause and effect. |

|World History continues to influence Pennsylvanians, citizens of the United States and individuals throughout the world today. |

|ESSENTIAL CONTENT |

|What role does analysis have in historical construction? |

|What role do multiple causations play in describing a historic event? |

|Why is time and space important to the study of history? |

|How does continuity and change throughout world history influence your community today? |

|How has social disagreement and collaboration in world history been beneficial or detrimental? |

|How can the story of a person on another continent, past or present, influence your life? |

|How do early humans evolve from solitary creatures into social ones? |

|How does civilization both benefit and reduce the freedom of humans? |

|How does geography influence the development of culture? |

|How does religion impact the development of culture? |

|What are the major differences between the “Cradles of Civilization” and the “Classical Civilizations” of Greece and Rome? |

|How do the “Cradles of Civilization” compare to the Middle Ages? |

|INSTRUCTIONAL STRATEGIES |

|Think Pair Share |

|Model forms of note taking |

|Peer review |

|Participate in whole group lectures |

|Participate in small group problem solving |

|Incorporate reading apprenticeship framework and techniques |

|Collaborative inquiry |

|ASSESSMENTS |

|Tests and Quizzes |

|Teacher and Peer response/ evaluation |

|Teacher observation |

|Daily preparation for class as evidenced by written homework and class participation |

|Rubrics |

|CORRECTIVES/EXTENSIONS |

| |

|NA |

|COURSE: WORLD STUDIES |GRADE(S): 10 |

|STRAND: CONTENT: The Renaissance and its implications |TIME FRAME: Year |

|PA ACADEMIC STANDARDS |

|8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world |

|history. |

|8.4.12.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to world history. |

|8.4.12.C: Evaluate how continuity and change have impacted the world today. |

|8.4.12.D: Evaluate how conflict and cooperation among groups and organizations have impacted the development of the world today, including its|

|effects on Pennsylvania. |

|ASSESSMENT ANCHORS |

|NA |

|RESOURCES |

|Course text book |

|Teacher created Materials |

|Student Selected Materials |

|Social Studies Moodle Page |

|PVHS Library Website |

|PV Research and Assessment Handbook |

|PDE BIG IDEAS |

|Historical interpretation involves an analysis of cause and effect. |

|World History continues to influence Pennsylvanians, citizens of the United States and individuals throughout the world today. |

|Historical context is needed to comprehend time and space. |

|The history of the United States continues to influence its citizens and had impacted the rest of the world. |

|ESSENTIAL CONTENT |

|Why is time and space important to the study of history? |

|What role does analysis have in historical construction? |

|What role do multiple causations play in describing a historic event? |

|Why is time and space important to the study of history? |

|How does continuity and change throughout world history influence your community today? |

|How has social disagreement and collaboration in world history been beneficial or detrimental? |

|How can the story of a person on another continent, past or present, influence your life? What document or artifact best summarizes|

|the United States and why? |

|What does it mean to be a United States citizen, and what is your role in the history of the world? |

|How does the development of trade lead to a revitalized sense of humanism? |

|How does trade with the Middle East both instruct and advance Renaissance thinking? |

|How does humanism lead to the questioning of traditional sources of Authority? |

|How do the traditional institutions of the Middle Ages react to the incursion on their power? |

|Who are the major thinkers and leaders that advance the ideals of the Renaissance? |

|How does art reflect and advance the ideals of the Renaissance? |

|How does the Renaissance lead to the development of the Scientific Revolution? |

|Why does technology play such a crucial role in the development of culture? |

|How does the Renaissance lead to major changes in the social class system? |

|Why does the Spice Trade lead towards a new consolidation of power in Western Europe? |

|How does the experience and wealth gathered during the Spice Trade lead towards a resurgence of Absolutism and the building of |

|powerful nation states? |

|How will Renaissance ideals lead to the revolutionary movements in America and Europe? |

|How does Napoleon both advance and destroy the revolutionary ideas of France? |

|INSTRUCTIONAL STRATEGIES |

|Think Pair Share |

|Model forms of note taking |

|Peer review |

|Participate in whole group lectures |

|Participate in small group problem solving |

|Incorporate reading apprenticeship framework and techniques |

|Collaborative inquiry |

|ASSESSMENTS |

|Tests and Quizzes |

|Teacher and Peer response/ evaluation |

|Teacher observation |

|Daily preparation for class as evidenced by written homework and class participation |

|Rubrics |

|CORRECTIVES/EXTENSIONS |

|NA |

|COURSE WORLD STUDIES |GRADE(S): 10 |

|STRAND: CONTENT: Industrialism |TIME FRAME: Year |

|PA ACADEMIC STANDARDS |

|8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world |

|history. |

|8.4.12.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to world history. |

|8.4.12.C: Evaluate how continuity and change have impacted the world today. |

|8.4.12.D: Evaluate how conflict and cooperation among groups and organizations have impacted the development of the world today, including its|

|effects on Pennsylvania. |

| |

| |

|ASSESSMENT ANCHORS |

| |

|NA |

|RESOURCES |

|Course text book |

|Teacher created Materials |

|Student Selected Materials |

|Social Studies Moodle Page |

|PVHS Library Website |

|PV Research and Assessment Handbook |

| |

|PDE BIG IDEAS |

|Historical interpretation involves an analysis of cause and effect. |

|World History continues to influence Pennsylvanians, citizens of the United States and individuals throughout the world today. |

|Historical context is needed to comprehend time and space. |

| |

|ESSENTIAL CONTENT |

|Why is time and space important to the study of history? |

|What role does analysis have in historical construction? |

|What role do multiple causations play in describing a historic event? |

|Why is time and space important to the study of history? |

|How does continuity and change throughout world history influence your community today? |

|How has social disagreement and collaboration in world history been beneficial or detrimental? |

|How can the story of a person on another continent, past or present, influence your life? |

|How do cottage industries lead to the Industrial Revolution? |

|Why does industrialization effect social stratification? |

|Why does industrialization and the rising middle class lead to revolutions throughout Europe? |

|How does industrialization affect the growing working class? |

|How do new technologies affect everyday lives? |

|How does life during the industrial revolution change from a rural existence to an urban existence? |

|Why will various social movements begin in response to the industrial revolution? |

| |

|INSTRUCTIONAL STRATEGIES |

|Think Pair Share |

|Model forms of note taking |

|Peer review |

|Participate in whole group lectures |

|Participate in small group problem solving |

|Incorporate reading apprenticeship framework and techniques |

|Collaborative inquiry |

|ASSESSMENTS |

|Tests and Quizzes |

|Teacher and Peer response/ evaluation |

|Teacher observation |

|Daily preparation for class as evidenced by written homework and class participation |

|Rubrics |

|CORRECTIVES/EXTENSIONS |

| |

|COURSE: WORLD STUDIES |GRADE(S): 10 |

|STRAND: CONTENT: Nationalism and its implicatuions |TIME FRAME: Year |

|PA ACADEMIC STANDARDS |

|8.4.12.A: Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world |

|history. |

|8.4.12.B: Evaluate the importance of historical documents, artifacts, and sites which are critical to world history. |

|8.4.12.C: Evaluate how continuity and change have impacted the world today. |

|8.4.12.D: Evaluate how conflict and cooperation among groups and organizations have impacted the development of the world today, including its|

|effects on Pennsylvania. |

|ASSESSMENT ANCHORS |

|NA |

|RESOURCES |

|Course text book |

|Teacher created Materials |

|Student Selected Materials |

|Social Studies Moodle Page |

|PVHS Library Website |

|PV Research and Assessment Handbook |

|PDE BIG IDEAS |

|Historical interpretation involves an analysis of cause and effect. |

|World History continues to influence Pennsylvanians, citizens of the United States and individuals throughout the world today. |

|Historical context is needed to comprehend time and space. |

|The history of the United States continues to influence its citizens and had impacted the rest of the world. |

|ESSENTIAL CONTENT |

|Why is time and space important to the study of history? |

|What role does analysis have in historical construction? |

|What role do multiple causations play in describing a historic event? |

|Why is time and space important to the study of history? |

|How does continuity and change throughout world history influence your community today? |

|How has social disagreement and collaboration in world history been beneficial or detrimental? |

|How can the story of a person on another continent, past or present, influence your life? What document or artifact best summarizes|

|the United States and why? |

|What does it mean to be a United States citizen, and what is your role in the history of the world? |

|Why do certain European states become so powerful during the 1800’s? |

|Why was Europe focused on the idea of a “Balance of Power”? |

|How does trade and the need for new resources become the driving force of this time period? |

|Why does Europe Colonize the continents of Africa and Asia? |

|How would Colonial domination by some European states lead to the destabilization of Europe? |

|Why did the militarization of Europe become such a strong force during this time period? |

|How would the system of alliances present in Europe upset the balance of power and lead to WWI? |

|Why did WWI take place? |

|What new technologies changed the face of war forever? |

|Why were new strategies developed during WWI? |

|How did the Treaty of Versailles lead to WWII? |

|INSTRUCTIONAL STRATEGIES |

|Think Pair Share |

|Model forms of note taking |

|Peer review |

|Participate in whole group lectures |

|Participate in small group problem solving |

|Incorporate reading apprenticeship framework and techniques |

|Collaborative inquiry |

|ASSESSMENTS |

|Tests and Quizzes |

|Teacher and Peer response/ evaluation |

|Teacher observation |

|Daily preparation for class as evidenced by written homework and class participation |

|Rubrics |

|CORRECTIVES/EXTENSIONS |

|NA |

|COURSE: World Studies |GRADE(S): 10 |

|STRAND: Reading |TIMEFRAME: Year |

|PA COMMON CORE STANDARDS |

|8.5 Reading Informational Text |

|ASSESSMENT ANCHORS |

| |

|RESOURCES |

|PVHS Library Handbook |

|PVHS Library Controversial Issues Planner |

|Text/articles/novels |

|Teacher created materials |

|Student selected materials |

|History Moodle Webpages |

|Pleasant Valley High School Library Webpage |

|PV Research and Assessment Handbook |

|OBJECTIVES |

|The Learner Will: |

|Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an |

|understanding of the text as a whole (CC.8.5.11-12.A) |

|Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships |

|among the key details and ideas. (CC.8.5.11-12.B) |

|Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where |

|the text leaves matters uncertain. (CC.8.5.11-12.C) |

|Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text |

|contribute to the whole. (CC.8.5.11-12.E) |

|Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in |

|words) in order to address a question or solve a problem. (CC.8.5.11-12.G) |

|Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting |

|discrepancies among sources. (CC.8.5.11-12.I) |

|ESSENTIAL CONTENT |

|Use of graphs and data representations |

|Reading of primary sources from various locations |

|Reading of the secondary sources from various locations |

|Use maps and charts as visual representations of data |

|INSTRUCTIONAL STRATEGIES |

|Teacher modeling |

|Think- Pair- Share |

|Usage of Reading Apprenticeship strategies |

|Usage of Best Classroom Practices |

|ASSESSMENTS |

|•     Teacher and peer evaluation. |

|•     Teacher and peer response on written work. |

|•     Rubrics/PV Research and Assessment Handbook |

|CORRECTIVES / EXTENSIONS |

| •     Explicit modeling followed by systematic guided practice of each skill |

|•     Work in pairs to provide peer evaluation |

|•     Use technological support |

|COURSE: World Studies |GRADE(S): 10 |

|STRAND: Writing |TIMEFRAME: Year |

|PA COMMON CORE STANDARDS |

|8.6 Writing |

|ASSESSMENT ANCHORS |

| |

|RESOURCES |

|PVHS Library Handbook |

|PVHS Library Controversial Issues Planner |

|Text/articles/novels |

|Teacher created materials |

|Student selected materials |

|History Moodle Webpages |

|Pleasant Valley High School Library Webpage |

|PV Research and Assessment Handbook |

|OBJECTIVES |

|The Learner Will: |

|Write arguments focused on discipline-specific content. (CC.8.6.11-12.A) |

|Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. |

|(CC.8.6.11-12.B) |

|Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback,|

|including new arguments or information. (CC.8.6.11-12.E) |

|Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths |

|and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to |

|maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. |

|(CC.8.6.11-12.G) |

|Draw evidence from informational texts to support analysis, reflection, and research. (CC.8.6.11-12.H) |

|ESSENTIAL CONTENT |

|Develop essays with an introduction, 3 body paragraphs, and conclusion. |

|•     Write clear, concise paragraphs using correct grammar, spelling, punctuation, usage, and mechanics. |

|•     Use writing techniques to experiment and develop a personal writing style. |

|•     Write creative and critically in response to literature-based assignments. |

|•     Explore different styles and forms in poetry. |

|•     Practice writing the four modes. |

|•     Incorporate self-reflection into writing. |

|•     Assign writing with several stages. |

|•     Revise and edit. |

|INSTRUCTIONAL STRATEGIES |

|•     Teach grammar units in areas that require special emphasis as reflected in students’ papers. |

|•     Employ a variety of writing techniques such as brainstorming, discussion, modeling, free-writing, and examining writing models. |

|•     Examine and re-evaluate past assignments. |

|•     Incorporate Reading Apprentice techniques. |

|ASSESSMENTS |

|•     Teacher and peer evaluation. |

|•     Teacher and peer response on written work. |

|•     Rubrics/PV Research and Assessment Handbook |

|CORRECTIVES / EXTENSIONS |

| •     Explicit modeling followed by systematic guided practice of each skill |

|•     Work in pairs to provide peer edit. |

|•     Use model writing. |

|•     Use technological support |

|COURSE: World Studies |GRADE(S): 10 |

|STRAND: Research |TIMEFRAME: Year |

|PA COMMON CORE STANDARDS |

|8.5 Reading Informational Text |

|8.6 Writing |

|2.4 Management, data, probability |

|ASSESSMENT ANCHORS |

| |

|RESOURCES |

|PV Research and Assessment Handbook |

|MLA Handbook |

|Chicago(Turabian) Handbook |

|PVHS Library web pages and links |

|Library Research Planner |

|Student selected materials |

|OBJECTIVES |

|The Learner Will: |

|Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between |

|texts with focus on textual evidence. |

|Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and |

|appropriate content |

|Students summarize, represent, interpret data on tables and graphs |

|ESSENTIAL CONTENT |

|Follow the MLA or Turabian process for conducting research of: evaluating sources, taking notes, outlining, and writing drafts |

|Develop, with teacher guidance, an essential question |

|Answer the essential question to formulate a thesis statement that addresses purpose and audience |

|During the research process, submit a working annotated bibliography for the purpose of review by teacher and possible revision by student |

|Differentiate between summarizing, paraphrasing, direct quoting, and using one’s own idea to prevent intentional and unintentional plagiarism |

|Use a variety of tools to produce an individual critical research project on a selected social issue with a two to five sources. |

|INSTRUCTIONAL STRATEGIES |

|The classroom teacher and librarians will collaborate and co-teach throughout the process of planning, conducting, and documenting research |

|Model various forms of note taking |

|Peer review |

|Reference individual research planner checklists for classroom and library activities |

|ASSESSMENTS |

|Teacher and peer evaluation |

|The final project |

|Pre-research activities |

|Rubrics/PV Research and Assessment Handbook |

|CORRECTIVES / EXTENSIONS |

|Correctives: |

|Explicit modeling followed by systematic, guided practice of each skill |

| |

|Extensions: |

|Provide opportunity for further inquiry |

|Convert research paper into technology-enhanced research presentation |

|Apply research to authentic, real-world scenarios |

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