World History                                                                                Page  of

Units:

Unit #1 Enlightenment

Unit #2 Age of Revolutions

Unit #3 Industrial Revolution

Unit #4 Nationalism and Imperialism

Unit #5 World War I

Unit #6 Interwar Years-Rise of Dictators

Unit #7 Genocide

Unit #8 World War II

Unit #9 Cold War

Unit #10 Global Economy

Unit #11 Modern World Challenges




Unit Title

Unit #1 Enlightenment

Timeframe 

10 days

Unit Summary

Ideas developed during the Renaissance, Reformation, and Enlightenment led to political economic and cultural changes that have had a lasting impact.

Learning Targets

Essential Questions

What is the purpose of government?

Enduring Understandings

Students will understand:

The relationship between groups of people influences the type of government they choose.

 

There are advantages and disadvantages of various forms of government.

Know

By the end of this unit, students will know

  • principle’s of the Enlightenment
  • purpose of government

        

Do

By the end of this unit, students will be able to

  • Compare the Enlightenment to similar ideas in Asia and the Middle East

Evidence of Learning

Formative

Daily focus questions on google classroom

Enlightenment Scavenger Hunt Questions

Summative/ Benchmark

Unit Test on Enlightenment

Alternative Assessments

Tribute to Democracy Awards

Learning Activities

Scientific Revolution and Enlightenment Scavenger Hunt –Students will use Chromebooks to research the Scientific Revolution and Enlightenment  
Readings on Scientific Revolution, Google Slideshow on Scientific Revolution and Enlightenment:
https://docs.google.com/presentation/d/1cRHejOBQTtCdwZBw9thib4B2wJHIv5i66rTp__uabGY/edit

including embedded videos. Scientific Revolution and Enlightenment websites. CRP7. Employ valid and reliable research strategies.

Tribute to Democracy Awards Preparation

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Modern World History Textbook, Readings on Scientific Revolution, Google Slideshow on Scientific Revolution and Enlightenment including embedded videos, United Streaming Videos, TCI Enlightened philosopher handouts

Enlightened philosopher chart

Equipment

Chromebooks,  Dry Erase Board for review game,

Supplemental Resources

Choices Program,Document Based Texts- updated as needed

Standards

Content Statement

Indicator

SOC.6.2.12: World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible.

SOC.6.2.12.D.2. Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds.

SOC 6.2.12.A.3.a Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, nationalism) became driving forces for reforms and revolutions, their influence on Latin American independence movements, and evaluate their impact on government, society, and economic opportunities.

SOC.6.2.12.A.2.a Compare the principle ideas of the Enlightenment in Europe (e.g., political, social, gender, education) with similar ideas in Asia and the Muslim empires of the Middle East and North Africa

SOC 6.2.12.A.2.b Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy).

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

  • CRP4.Communicate clearly and effectively and with reason.
  • CRP7.Employ valid and reliable research strategies.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Tribute to Democracy Awards is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments/ Modification of Test if needed
  • Extended time is allotted for students when directed by IEP’s Modification of project dimensions or materials for students with special needs

504s

  • Tribute to Democracy Awards is designed so teacher may add or omit criteria based on student needs.
  • Shortened assignments/ Modification of Test if needed
  • Extended time is allotted for students when directed by 504’s
  • Modification of project dimensions or materials for students with special needs
  • Follow individual 504 plans: extended time, preferential seating, modification of assessments as needed

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible
  • Electronic translators if needed
  • Provide work for completion or understanding to ELL teacher to continue during ELL class
  • Choose appropriate text or modify text to fit the needs of learners

G/T

  • Choose appropriate higher level text or modify text to challenge the needs of learners
  • Tribute to Democracy Awards is designed so teacher may extend criteria based on student needs.
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
  • Collaborate with after-school programs or clubs to extend learning opportunities
  • Choose appropriate higher level text or modify text to challenge the needs of learners



Unit Title

Unit #2 Age of Revolutions

Timeframe 

14 days

Unit Summary

Discontent with prevailing economic, political, and social conditions was the impetus for change, which resulted in revolution or reform.

Learning Targets

Essential Questions

What is needed for a revolution to take place?

How do you evaluate if a revolution is successful?

Enduring Understandings

Students will understand:

Revolution is a process that requires a variety of factors to take place including but not limited to economic, political and  social problems, poor leadership, and desire for change.

The success or failure of a revolution depends on the unique goals of each revolution.

It is possible to win a revolution but ultimately have poor long term consequences (Haiti).

Know

By the end of this unit, students will know

  • What the Enlightenment was
  • How the various ideals, such as democracy, liberty, national rights
  • Role of geography in revolutions
  • Response of government to self government or self-determination

Do

By the end of this unit, students will be able to

  • Analyze Latin American revolutions and demonstrate how the Enlightenment influenced them
  • Analyze primary source documents related to the Enlightenment

Evidence of Learning

Formative

French Revolution Formative Assessment

Summative/ Benchmark

Revolutions Culminating Project

Alternative Assessments

Learning Activities

  • French Revolution Scavenger Hunt- Students will use Chromebooks to research the French Revolution
  •  Analysis of French Revolution Documents  
  • Research and Creation of  Revolutions Culminating Project:
    Age of Revolutions Project
    Directions:  Demonstrate how Enlightenment ideas influenced a Latin American revolution.  Some possible examples may include: Haiti, Brazil, Venezuela, Colombia, Ecuador, Argentina, Uruguay, Paraguay, Chile, Peru, Bolivia, Mexico or others as approved.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

French Revolution Scavenger Hunt, French Revolution Google Slide presentation, Primary Source Documents on French Revolution, French Revolution Quiz, French Revolution websites. Age of Revolution Project Instructions and Rubric, Student Project Samples, Latin American Revolution websites, Modern World History Textbook,

Equipment

Chromebooks

Supplemental Resources

Latin American Revolutions
http://latinamericanhistory.about.com/od/latinamericaindependence/The_History_of_Latin_America_the_Independence_Era_18071825.htm

http://www.fsmitha.com/h3/h39-la.html

Mexican Revolution
http://www.outreachworld.org/resource.asp?curriculumid=1154

Revolution in Haiti
http://scholar.library.miami.edu/slaves/san_domingo_revolution/revolution.html

Revolution in Bolivia
http://en.wikipedia.org/wiki/History_of_Bolivia

Revolution in Ecuador
http://ecuadorexplorer.com/html/struggle_for_independence.html

Revolution in Columbia

http://www.britannica.com/EBchecked/topic/126016/Colombia/25336/Revolution-and-independence
http://www.fsmitha.com/h3/h39-la.html
http://www.outreachworld.org/resource.asp?curriculumid=1154

Standards

Content Statement

Indicator

Age of Revolutions: Political

 

Discontent with prevailing economic, political, and social conditions was the impetus for change, which resulted in revolution or reform

SOC.6.2.12.A.3.a Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, nationalism) became driving forces for reforms and revolutions, their influence on Latin American independence movements, and evaluate their impact on government, society, and economic opportunities.

SOC.6.2.12.A.3.b

Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution.

SOC6.2.12.B.3.b

Relate the role of geography to the spread of independence movements in Latin America.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH  9-10.3  Analyze in a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present i to peers and/or professionals in that related area for review.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT



Unit Title

Unit #3 Industrial Revolution

Timeframe 

14 days

Unit Summary

The Industrial Revolution was a consequence of technological innovation and expanding economic activity and markets, resulting in massive population movement, urbanization, and the development of complex economic systems.

Learning Targets

Essential Questions

How does changes in technology affect the workplace?

What factors does it take for a country to industrialize?

What are the effects of industrialization?

How have living and working conditions changed over time?

What is the role of a labor union?

Enduring Understandings

Students will understand:

Industrialization can have positive and negative effects on society.

There is an inherent conflict between and labor and management.

Know

By the end of this unit, students will know

  • What industrialization is and its effects
  • Role of working conditions and labor unions
  • Role of Women’s suffrage

        

Do

By the end of this unit, students will be able to

  • Problem solve labor union and women’s suffrage scenarios

Evidence of Learning

Formative

Industrial Revolution Formative Assessment

Summative/ Benchmark

Labor Problem and Women’s Suffrage  Solving Scenarios

Industrial Revolution Summative Assessment
Benchmark I

Alternative Assessments

Learning Activities

  • TCI Industrialization Factory Simulation
  • Industrial Revolution Scavenger Hunt-Students will use Chromebooks to research the Industrial Revolution.
  • Interactive Game of Industrial Revolution  
  • TCI Positive and Negative Aspects of Industrialization
  • Preparation for Labor and Women’s Suffrage Scenarios 

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Modern World History Textbook , TCI Materials

Equipment

Chromebooks

Supplemental Resources

Film: Oliver Twist, Game of Industrialization Revolution , Industrial Revolution Scavenger Hunt and Web Resources, Industrialization Google slide presentation with embedded videos: https://docs.google.com/a/students.rowan.edu/presentation/d/1dNFGoznQBTpTd1adMENsxh2q6La_qXgDQbd8fP7fOT0/edit?usp=sharingLabor

Standards

Content Statement

Indicator

The Industrial Revolution was a consequence of technological innovation and expanding economic activity and markets, resulting in massive population movement, urbanization, and the development of complex economic systems. 

SOC.6.2.12.C.3.a

Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns of landholding.

SOC 6.2.12.C.3.b

Analyze interrelationships among the Industrial Revolution, nationalism, competition for global markets, imperialism, and natural resources.

SOC 6.2.12.C.3.d

Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about massive social, economic, and cultural changes.

SOC 6.2.12.D.3.a

Explain how individuals and groups promoted revolutionary actions and brought about change to this time period.

SOC6.2.12.A.3.d

Compare and contrast the struggles for women’s suffrage and workers’ rights in Europe and North America, and evaluate the degree to which each movement achieved its goals

SOC6.2.12.A.3.c  

Analyze the relationship between industrialization and the rise of democratic and

social reforms, including the expansion of parliamentary government.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.4  Determine the meaning of words and phrases as they are used in text, including vocabulary describing political, social, economic aspects of history/social science.

CRP4. Communicate clearly and effectively and with reason.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1  

9-12th Grade

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT



Unit Title

Unit #4 Nationalism and Imperialism

Timeframe 

14 days

Unit Summary

Industrialized nations embarked on a competitive race for global resources and markets, resulting in establishment of political and economic control over large regions of the world that had a lasting impact.

Learning Targets

Essential Questions

What impact does imperialism have on a nation?

How do you resist an unfair system?

Enduring Understandings

Students will understand:

  • Imperialism has positively and negatively affected conquered nations.
  • Resistance movements have used violent and nonviolent tactics to try to change unfair policies.

Know

By the end of this unit, students will know

  • Motives for imperialism
  • Impact of imperialism        

Do

By the end of this unit, students will be able to

  • Analyze primary source documents
  • Analyze map of Africa

Evidence of Learning

Formative

Nationalism and Imperialism Formative Assessment

Summative/ Benchmark

Map of Africa Analysis

Imperialism Unit Summative Assessment

Alternative Assessments

Learning Activities

  • TCI Scramble for Africa Simulation
  • Map of Africa and Critical Thinking Questions
  • Nationalism and Imperialism Scavenger Hunt - Students will use Chromebooks to research Nationalism and Imperialism
  • Read Like a Historian Document Analysis
  • Research Task on Imperialism (Japan, China, India, South Africa)

Materials / Equipment / Resources

Core Instructional

Materials and Texts

TCI Scramble for Africa (Nationalism/Imperialism) Simulation Handouts,

Equipment

Chromebook

Supplemental Resources

Sticky notes, Nationalism-Imperialism Scavenger Hunt, Map of Africa, Crayons, Historical documents from worldhistoryforusall.sdsu.edu.   Read Like a Historian resources on Imperialism.

Standards

Content Statement

Indicator

Industrialized nations embarked on a competitive race for global resources and markets, resulting in establishment of political and economic control over large regions of the world that had a lasting impact.

SOC 6.2.12.B.3.a

Assess the impact of imperialism by comparing and contrasting the political

boundaries of the world in 1815 and 1914.

SOC 6.2.12.A.3.e        

Analyze the motives for and methods by which European nations, Japan, and the

United States expanded their imperialistic practices in Africa and Asia during

this era, and evaluate the impact of these actions on their relations.

SOC 6.2.12.A.4.b

Compare the rise of nationalism in China, Turkey, and India.

SOC 6.2.12.D.3.c

Compare and contrast China’s and Japan’s views of and responses to

imperialism, and determine the effects of imperialism on the development and

prosperity of each country in the 20th century.

SOC 6.2.12.D.3.e

Analyze the impact of the policies of different European colonizers on indigenous societies, and explain the responses of these societies to imperialistic rule.

SOC 6.2.12.D.3.d

Analyze the extent to which racism was both a cause and consequence of imperialism, and evaluate the impact of imperialism from multiple perspectives.

SOC 6.2.12.C.3.e

Compare the impact of imperialism on economic development in Africa, Asia, and Latin America regarding barriers or opportunities for future development and political independence.

Decolonization, the emergence of new independent nations, and competing ideologies changed the political landscape and national identities of those involved, and sometimes included military confrontations and violations of human rights.

SOC 6.2.12.D.5.a

Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities.

SOC6.2.12.D.5.b

Assess the impact of Gandhi’s methods of civil disobedience and passive resistance in India, and determine how his methods were later used by people from other countries.

SOC 6.2.12.B.5.d

Analyze post-independence struggles in South Asia, including the struggle over the partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of a text.

  • CRP4. Communicate clearly and effectively and with reason.
  • CRP6. Demonstrate creativity and innovation.
  • CRP7. Employ valid and reliable research strategies.
  • CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

Technology Standards - 8.1

9-12th Grade

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT



Unit Title

Unit #5 World War I

Timeframe 

14 days

Unit Summary

Nationalism, imperialism, industrialization, and militarism contributed to and increased in economic and military competition among European nations, the Ottoman Empire, and Japan, and led to World War I.

Learning Targets

Essential Questions

What causes large scale conflicts?

How does technology change the nature of war?

How do you forge a fair peace process?

What lessons can be learned from war?

Enduring Understandings

Students will understand:

Conflict can be solved peacefully or through the use of violence.

Biological and chemical weapons can have negative long-term effects on populations.

If the root of a conflict is not resolved it will lead to further conflict.

Know

By the end of this unit, students will know

  • Legacy of World War I
  • Role of geography
  • Allied response

        

Do

By the end of this unit, students will be able to

  • Analyze World War I propaganda
  • Analyze Treaty of Versailles and All Quiet on the Western Front primary sources

Evidence of Learning

Formative

 World War I Formative Assessment

Summative/ Benchmark

Letter from the Trenches
World War I Unit Summative Assessment

Alternative Assessments

Learning Activities

  • World War I Causes Simulation
  • World War I Scavenger Hunt- Students will use Chromebooks to research World War I
  • Trench Warfare Lesson with document analysis from All Quiet on the Western Front
  • WWI propaganda analysis
  • Treaty of Versailles Document Analysis

Materials / Equipment / Resources

Core Instructional

Materials and Texts

WWII Scavenger Hunt and WWII websites, Film: On Battle of Stalingrad/ Film Analysis Questions, Library Books on WWII Debate Topics, Modern World History Textbook, WWII Unit Posters, Pearl Harbor Artifacts, WWII Google Slide Presentation, WWII Formative Assessments, WWII Unit Test

Equipment

Chromebook

Supplemental Resources

WWI Causes Simulation with map, WWI Scavenger Hunt, WWI Google slide presentation: https://docs.google.com/a/gatewayhs.com/presentation/d/11BuC3cljfEmc26FBcZyaUpr_1hy_CYlueeqq6WHu2bQ/edit?usp=sharing
All quiet on the western front readings, WWI Propaganda Posters, TCI pictures, Garth Brooks CD: Belleau Wood Song, Primary Source Documents: Excerpts from Treaty of Versailles

Standards

Content Statement

Indicator

World Wars I and II were “total wars” in which nations mobilized entire populations and economies and employed new military tactics that resulted in unprecedented death and destruction, as well as drastic changes in political boundaries.
World Wars I and II challenged economic and political power structures and gave rise to a new balance of power in the world.
Economic, technological, and military power and bureaucracies have been used by nations to deliberately and systematically destroy ethnic/racial, political, and cultural groups.









SOC 6.2.12.D.4.d  Analyze the extent to which the legacy of WWI, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries caused WWII.

SOC 6.2.12.B.4.a  Determine the geographic impact of World War I by Comparing and contrasting the political boundaries of world in 1914 and 1939.

SOC 6.2.12.D.4.e  Compare how Allied countries responded to the expansionist actions of Germany and Italy.

SOC 6.2.12.C.4.d  Analyze the ways in which new communication, transportation and weaponry affected relationships between governments and their citizens and bolstered the power of new authoritarian regimes during this period.

SOC 6.2.12.B.4.b  Determine how geography impacted military strategies and major turning points of WWII.  

SOC 6.2.12.D.4.g  Analyze the role of racial bias, nationalism and propaganda in mobilizing civilian populations in support of total war.  

SOC 6.2.12.D.4.j  Analyze how the social, economic and political role of women were transformed during the time period.

SOC 6.2.12.C.4.b  Compare and contrast World War s I and II in terms of technological innovations (ie. industrial production, scientific research, war tactics) and social impact (i.e national mobilization, loss of life, and destruction of property).

SOC 6.2.12.D.4.f  Explain the role of colonial peoples in the war efforts of the Allies and the Axis Powers in World War II.

SOC 6.2.12.A.5.c  Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve independence.

SOC 6.2.12.D.4.h  Assess the extent to which world war, depression, nationalist ideology, communism and liberal democratic ideals contributed to the emergence of movements for national self-rule in Africa and Asia.

SOC 6.2.12.C.4.c  Assess the short term and long term demographic, social, economic and environmental consequences of the violence and destruction of two World Wars.

SOC 6.2.12.A.5.b  Analyze the structure and goals of the United Nations and evaluate the organization’s ability to solve or mediate international conflicts.

SOC 6.2.12.B.4.d  Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World War II.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.8  Assess the extent to which the reasoning and evidence in a text support the author’s claims.

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4. Communicate clearly and effectively and with reason.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

  • Select and use applications effectively and productively.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT



Unit Title

Unit #6 Interwar Years-Rise of Dictators  

Timeframe 

14 days

Unit Summary

Social changes occurring during the 1920s had a major impact on society and changing social norms. The failure of the Treaty of Versailles, the impact of the global depression, and the expansionist policies and actions of Axis nations are viewed as major factors that resulted in World War II.

Learning Targets

Essential Questions

How does art, music and culture reflect changes of a time period?

Why do citizens revolt against their government?

Can class difference be addressed peacefully?

How does a poor economy effect government’s choices?

Why are individuals willing to give up liberties?

How do you resist a dictator?  

Enduring Understandings

Students will understand:

Art, Music and Culture of a time period reflect the values and underlying mood of an era.

Economic recessions force governments to make difficult and unpopular choices.

Populist leaders who promise economic reforms sometime take away the freedom of the people.

There are numerous ways for individuals to try to resist injustice of dictatorships.

Know

By the end of this unit, students will know

  • Culture of the 1920’s
  • Capitalism/Communism
  • Economic conditions of the 1920’s        

Do

By the end of this unit, students will be able to

  • Analyze primary source documents
  • Compare/contrast communism

Evidence of Learning

Formative

Interwar Years Culture Formative Assessment
Capitalism vs. Communism Analogy
Film Analysis

Summative/ Benchmark

Rise of Isms: Document Based Question
Benchmark II

Alternative Assessments

Learning Activities

  • Interwar Years Culture Scavenger Hunt- Students will use Chromebooks to research the Interwar Years
  • Preparation for Capitalism/ Communism Analogy Assignment
  • Film Analysis on Nazi Germany
  • Rise of Ism’s Chart
  • Analysis of Documents related to Communism, Fascism, Nazi Party and Military Dictatorship in Japan

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Modern World History Textbook, Interwar Year Scavenger Hunt,  Pieces of Digital Artwork- Dali, Picasso, Kandinsky, Jazz CD, Interwar Years Google Slide Presentation:  https://docs.google.com/presentation/d/1V_hn65Yh4PNNxSwUAi6Q9MDit6e9u6rULbWthXTkok8/edit?usp=sharing and websites on Rise of Isms primary source documents and websites, Rise of Dictators Ideology Chart, Swing Kids Film and Film Analysis Questions

Equipment

Chromebook

Supplemental Resources

Standards

Content Statement

Indicator

The failure of the Treaty of Versailles, the impact of the global depression, and the expansionist policies and actions of Axis nations are viewed as major factors that resulted in World War II.

SOC 6.2.12.D.4.j Analyze how the social, economic, and political roles of women were transformed during this time period.

SOC 6.2.12.D.4.k Assess the cultural impact of World War I, the Great Depression, and World War II by analyzing the values and social ideas in the arts.

SOC 6.2.12.A.4.a Explain the differences between socialism, communism, and fascism and explain the reasons for their spread in Europe and Asia.

SOC 6.2.12.C.4.a Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist movements and the effects on capitalist economic theory and practice.

SOC 6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism.

SOC 6.2.12.A.4.a Explain the differences between socialism, communism, and fascism and explain the reasons for their spread in Europe and Asia.

SOC 6.2.12.C.4.d Analyze the ways in which new forms of communication, transportation, and weaponry affected relationships between governments and their citizens and bolstered the power of new authoritarian regimes during this period.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them..
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT



Unit Title

Unit #7 Genocide

Timeframe 

14 days

Unit Summary

Genocide is the deliberate and systematic destruction of a racial, political or cultural group.

Learning Targets

Essential Questions

How can you resist an unfair system?

How can genocide be prevented?

Enduring Understandings

Students will understand:

Individuals can take action during events of persecution or genocide perpetrators, bystanders, and rescuers.

Raising awareness, political organization, nonviolent and violent protests are ways individuals and governments have resisted genocide.

Know

By the end of this unit, students will know

  • What genocide is?
  • Explain government response to genocide
  • Causes and consequences of mass killings

        

Do

By the end of this unit, students will be able to

  • Analyze Judaism/Anti-Semitism Documents
  • Analyze the Stages of the Holocaust
  • Analyze readings of the Holocaust
  • Research genocide and present findings to class

Evidence of Learning

Formative

Genocide Formative Assessment

Summative/ Benchmark

Stages of the Holocaust Project and Presentation
Genocide Culminating Project and Presentation

Alternative Assessments

Learning Activities

  • Have you ever?  Activity from Anti-Defamation League
  • History of Judaism/ Anti-Semitism Document Analysis
  • TCI Stages of the Holocaust preparation
  • Readings on Holocaust Resistance
  • Research Project on Genocide

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Have you Ever? Handout from Anti-Defamation League, Definition of Genocide Handouts, History of Judaism Handout, TCI readings on stage of the Holocaust, Stages of the Holocaust Chart, Resistance to the Holocaust Homework readings: White Rose, Warsaw Ghetto Uprising, Butcher paper for Posters if students choose to present on posters, Various books and curriculum guides on different cases of Genocide (Armenia, Ukraine, Rape of Nanking, Rwanda, Bosnia Sudan and Somalia) Genocide Chart, Genocide related websites listed below in resources provided.

Equipment

Chromebook

Supplemental Resources

Websites: General sites on Genocide

http://www.ushmm.org/genocide/take_action/genocide/patterns/violence

http://www.ushmm.org/genocide/take_action/genocide/patterns/responses

http://www.genocidewatch.org/genocide/articlesongenocide.html

http://www.ushmm.org

http://www.wiesenthal.com

Armenia

http://www.teachgenocide.com/

Ukraine

http://www.ppu.org.uk/genocide/g_ukraine2.html

China

http://www.historyplace.com/worldhistory/genocide/nanking.htm

Cambodia

http://www.ppu.org.uk/genocide/g_cambodia.html

http://www.genocidewatch.org/cambodiaproject.html

http://www.historyplace.com/worldhistory/genocide/pol-pot.htm

Rwanda

http://www.historyplace.com/worldhistory/genocide/rwanda.htm

http://www.wcl.american.edu/humright/center/rwanda/background.cfm

http://www.ppu.org.uk/genocide/g_rwanda.html

Bosnia and Herzegovina

http://www.ppu.org.uk/genocide/g_bosnia.html

http://www.ushmm.org/genocide/take_action/atrisk/region/bosniaherzegovina#929

http://www.historyplace.com/worldhistory/genocide/bosnia.htm

Somalia

http://www.genocideintervention.net/educate/crisis/somalia

http://www.enoughproject.org/conflict_areas/somalia

http://worldwithoutgenocide.org/genocides-and-conflicts/somalia

Sudan

http://www.genocideintervention.net/area_of_concern/sudan

http://www.unitedhumanrights.org/genocide/genocide-in-sudan.htm

http://worldwithoutgenocide.org/genocides-and-conflicts/darfur-genocide

Standards

Content Statement

Indicator

Genocide is the deliberate and systematic destruction of a racial, political or cultural group.

SOC 6.2.12.A.4.c Analyze the motivations, causes and consequences of the genocides of Armenians as well as the mass exterminations of Ukrainians and Chinese.

SOC 6.2.12.A.4.d Assess government responses to incidents of ethnic cleansing and genocide.

SOC 6.2.12.D.4.i Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved.

SOC 6.2.12.A.5.e Analyze the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights.

SOC 6.2.12.A.5.d Analyze the causes and consequences of mass killings (e.g. Cambodia, Rwanda, Bosnia-Herzegovina, Somalia, Sudan) and evaluate the responsibilities of the world community in response to such events.

SOC 6.3.12.D.1 Analyze the impact of current governmental practices and laws affecting national security and/or individual civil rights/privacy.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.9  Compare and contrast treatments of the same topic in several primary and secondary sources.

Language Arts: Summarizing information about stages of Holocaust and giving formal presentation to the class.

  • CRP2. Apply appropriate academic and technical skills.
  • CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9. Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12. Work productively in teams while using cultural global competence.

By the end of 12th grade, .

  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.

Technology Standards - 8.1

9-12th Grade

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT



Unit Title

Unit #8 World War II

Timeframe 

15 days

Unit Summary

World Wars I and II were “total wars” in which nations mobilized entire populations and economies and employed new military tactics that resulted in unprecedented death and destruction, as well as drastic changes in political boundaries.

 

World Wars I and II challenged economic and political power structures and gave rise to a new balance of power in the world.

 

Economic, technological, and military power and bureaucracies have been used by nations to deliberately and systematically destroy ethnic/racial, political, and cultural groups.

Learning Targets

Essential Questions

What factors lead to the start of WWII?

How do protect the civil rights of citizens during war time?

What role did women and minority groups play in war?

Should weapons of mass destruction (nuclear weapons) ever be allowed in war?

What role should peacekeeping agencies like the United Nations play in resolving conflict in the world?

How can the end of war/peace process lead to sustained peace or conflict?

Enduring Understandings

Students will understand:

Numerous factors led to conflict including long term political tensions, ethnic hatred, economic competition for resources and poor leadership.

Governments may try to limit freedom of speech and expression and target certain ethnic groups during war.

Civilians including women and children play a large role in organizing war efforts.

Soldiers of all races and from all nations make huge sacrifices to try to win a war.

International peace keeping organizations try to resolve conflicts before they escalate into war.

Conflict can be solved peacefully or through the use of violence.

Know

By the end of this unit, students will know

  • Compare/Contrast World Wars I & II
  • United Nations

Do

By the end of this unit, students will be able to

  • World War II Debate
  • World War II Argumentative Essay

Evidence of Learning

Formative

WWII Formative Assessments

Summative/ Benchmark

World War II Oral Debate  
World II Argumentative Essay
World War Summative Assessment

Alternative Assessments

Learning Activities

  • WWII Scavenger Hunt- Students will use Chromebooks to research WW II
  • Map Analysis of Major Turning Point Battles
  • WWII oral debate/ argumentative essay preparation

Materials / Equipment / Resources

Core Instructional

Materials and Texts

WWII Scavenger Hunt and WWII websites, Film: On Battle of Stalingrad/ Film Analysis Questions, Library Books on WWII Debate Topics, Modern World History Textbook, WWII Unit Posters, Pearl Harbor Artifacts, WWII Google Slide Presentation, WWII Formative Assessments, WWII Unit Test

Equipment

Chromebook

Supplemental Resources

World War II Google Slide Presentation: https://docs.google.com/a/gatewayhs.com/presentation/d/19vgnBt_HwvL3mH6-AtiW9TiSqJYOgHBiM5dcm0Scy7o/edit?usp=sharing

Resources Provided: World War II Google Slide Presentation: https://docs.google.com/a/gatewayhs.com/presentation/d/19vgnBt_HwvL3mH6-AtiW9TiSqJYOgHBiM5dcm0Scy7o/edit?usp=sharing
Resources for WWII Scavenger Hunt Questions    
General sites for all answers
http://www.history.com/topics/world-war-ii/world-war-ii-history
http://www.britannica.com/EBchecked/topic/648813/World-War-II
Treaty of Versailles
http://www.ushmm.org/wlc/en/article.php?ModuleId=10005425
Munich Conference
http://militaryhistory.about.com/od/worldwarii/p/World-War-Ii-Munich-Agreement.htm
Non-Aggression Pact
http://history1900s.about.com/od/worldwarii/a/nonaggression.htm
Invasion of Poland
http://www.ushmm.org/wlc/en/article.php?ModuleId=10005070
Battle of Britain
http://www.bbc.co.uk/history/battle_of_britain
Lend Lease Act
http://militaryhistory.about.com/od/industrialmobilization/p/lend-lease-act.htm
Pearl Harbor
http://pearlharbor.org/
Battan Death March
http://www.britannica.com/EBchecked/topic/55717/Bataan-Death-March

https://video.search.yahoo.com/video/play;_ylt=A0LEVvx5V9JUrTYAUJAnnIlQ;_ylu=X3oDMTB0b2ZrZmU3BHNlYwNzYwRjb2xvA2JmMQR2dGlkA1lIUzAwMl8x?p=bataan+death+march&tnr=21&vid=06CDF915F88CFB726B9206CDF915F88CFB726B92&l=150&turl=http%3A%2F%2Fts3.mm.bing.net%2Fth%3Fid%3DUN.608007532361681534%26pid%3D15.1&sigi=11rdqil7u&rurl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DOPlfhVEw-7U&sigr=11bv88d3s&tt=b&tit=What+Was+The+Bataan+Death+March%3F&sigt=110rp01j1&back=https%3A%2F%2Fsearch.yahoo.com%2Fyhs%2Fsearch%3Fp%3Dbataan%2Bdeath%2Bmarch%26ei%3DUTF-8%26hsimp%3Dyhs-001%26hspart%3Dmozilla&sigb=12upculml&hspart=mozilla&hsimp=yhs-001
Battle of Stalingrad
http://www.history.com/topics/world-war-ii/battle-of-stalingrad
http://www.stalingrad.net/
D-Day/ Operation Overlord/ Normandy Beach Invasion
http://www.history.com/topics/world-war-ii/d-day
http://www.history.com/this-day-in-history/d-day
http://www.dday.org/
Battle of the Bulge
http://militaryhistory.about.com/od/worldwarii/p/bulge.htm
Japanese American Internment
http://www.history.com/topics/world-war-ii/japanese-american-relocation

http://www.pbs.org/childofcamp/history/index.html
Rosie the Rivetor
http://www.history.com/topics/world-war-ii/rosie-the-riveter
Island Hopping
http://militaryhistory.about.com/od/worldwarii/a/wwiipacishop.htm
Kamikaze
http://www.u-s-history.com/pages/h1740.html
Manhattan Project
http://www.britannica.com/EBchecked/topic/362098/Manhattan-Project
Hiroshima and Nagasaki
http://www.history.com/topics/world-war-ii/bombing-of-hiroshima-and-nagasaki
http://history1900s.about.com/od/worldwarii/a/hiroshima.htm
Nuremberg Trials
http://www.u-s-history.com/pages/h1685.html
United Nations
http://geography.about.com/od/politicalgeography/a/unitednations.htm

http://www.un.org/en/
Website for WWII Debates

Debate 1 War Strategy
http://www.history.com/topics/world-war-ii

http://www.onwar.com/maps/wwii/


Debate 2 Japanese American Internment

http://www.historyonthenet.com/WW2/japan_internment_camps.htm

http://americanhistory.about.com/cs/worldwarii/a/internment.htm

http://www.digitalhistory.uh.edu/learning_history/japanese_internment/internment_decision.cfm

http://www.smithsonianeducation.org/educators/lesson_plans/japanese_internment/index.html

Debate 3 Role of Woman/ Rights of Military service people returning from war  

http://www.nps.gov/pwro/collection/website/rosie.htm

http://www.history.com/topics/rosie-the-riveter

http://www.nvlsp.org/Information/ArticleLibrary/ReemploymentRights/REEMP-EMPLOYEROBLIGATIONS.htm#MUST%20THE%20EMPLOYER%20REEMPLOY%20RETURNING%20EMPLOYEES

http://employment.findlaw.com/wages-and-benefits/military-service-and-re-employment-rights.html


Debate 4 Decision to drop atomic bombs
http://www.trumanlibrary.org/whistlestop/study_collections/bomb/large/index.php

http://www.ushistory.org/us/51g.asp


Debate 5 Earning Independence
https://en.wikipedia.org/wiki/British_Empire_in_World_War_II
https://en.wikipedia.org/wiki/Decolonization#Decolonization_after_1945
https://en.wikipedia.org/wiki/Decolonisation_of_Africa
http://www.bbc.co.uk/history/worldwars/wwtwo/colonies_colonials_01.shtml
https://www.quora.com/Why-did-European-powers-give-up-many-colonies-after-World-War-II
http://www.britannica.com/topic/Freedom-from-Empire-An-Assessment-of-Postcolonial-Africa-1707631
http://news.bbc.co.uk/2/hi/africa/8344170.stm
http://www.bbc.com/news/world-asia-india-33105898

Debate 6 War Reparations

http://history.howstuffworks.com/world-war-ii/war-reparations2.htm


Good for overview of the topic:  Use with other sites in bibliography
http://en.wikipedia.org/wiki/War_reparations

Debate 7 Individual Responsibility during War/ War Crimes

Nuremberg Trials
http://www.ushmm.org/museum/exhibit/focus/warcrimetrials/

http://law2.umkc.edu/faculty/projects/ftrials/nuremberg/nuremberg.htm

http://www.loc.gov/rr/frd/Military_Law/Nuremberg_trials.html

Debate 8 Role of United Nations in Keeping Peace
http://www.un.org/en/

http://www.un.org/en/peacekeeping/operations/

http://www.nobelprize.org/nobel_prizes/peace/laureates/1988/un-history.html

Standards

Content Statement

Indicator

World Wars I and II were “total wars” in which nations mobilized entire populations and economies and employed new military tactics that resulted in unprecedented death and destruction, as well as drastic changes in political boundaries.
World Wars I and II challenged economic and political power structures and gave rise to a new balance of power in the world.
Economic, technological, and military power and bureaucracies have been used by nations to deliberately and systematically destroy ethnic/racial, political, and cultural groups.

SOC 6.2.12.D.4.d Analyze the extent to which the legacy of WWI, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries caused WWII.

SOC 6.2.12.B.4.a Determine the geographic impact of World War I by Comparing and contrasting the political boundaries of world in 1914 and 1939.

SOC 6.2.12.D.4.e Compare how Allied countries responded to the expansionist actions of Germany and Italy.

SOC 6.2.12.C.4.d Analyze the ways in which new communication, transportation and weaponry affected relationships between governments and their citizens and bolstered the power of new authoritarian regimes during this period.

SOC 6.2.12.B.4.b Determine how geography impacted military strategies and major turning points of WWII.  

SOC 6.2.12.D.4.g Analyze the role of racial bias, nationalism and propaganda in mobilizing civilian populations in support of total war.  

SOC 6.2.12.D.4.j Analyze how the social, economic and political role of women were transformed during the time period.

SOC 6.2.12.C.4.b Compare and contrast World War s I and II in terms of technological innovations (ie. industrial production, scientific research, war tactics) and social impact (i.e national mobilization, loss of life, and destruction of property).

SOC 6.2.12.D.4.f Explain the role of colonial peoples in the war efforts of the Allies and the Axis Powers in World War II.

SOC 6.2.12.A.5.c Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve independence.

SOC 6.2.12.D.4.h Assess the extent to which world war, depression, nationalist ideology, communism and liberal democratic ideals contributed to the emergence of movements for national self-rule in Africa and Asia.

SOC 6.2.12.C.4.c Assess the short term and long term demographic, social, economic and environmental consequences of the violence and destruction of two World Wars.

SOC 6.2.12.A.5.b Analyze the structure and goals of the United Nations and evaluate the organization’s ability to solve or mediate international conflicts.

SOC 6.2.12.B.4.d Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World War II.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.

Language Arts: Oral and Written Communication skills, Research skills, Conducting a formal debate, Writing an argumentative essay

Science: Researching the impact of new technologies created during war

 

  • CRP2. Apply appropriate academic and technical skills.
  • CRP4. Communicate clearly and effectively and with reason.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures. .
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT



Unit Title

Unit #9 Cold War

Timeframe 

14 days

Unit Summary

Decolonization, the emergence of new independent nations, and competing ideologies changed the political landscape and national identities of those involved, and sometimes included military confrontations and violations of human rights.

Learning Targets

Essential Questions

How do tensions build between nations?

How do nations solve conflict over ideologies?

What lessons can be learned from the cold war?

How should countries and their citizens prepare for a nuclear attack? 

Enduring Understandings

Students will understand:

Tensions between nations often grow out of fundamental differences in philosophy and lack of communication between nations over differences.

A strong desire for peace, willingness to listen and compromise and seek common ground may lead to resolution of issues.

Nuclear weapons will have negative long-term effects on populations and nations should prepare for long term health, economic and political consequences of nuclear warfare and try to avoid it if possible. 

Know

By the end of this unit, students will know

  • Ideologies and policies that resulted in the Cold War
  • Free market capitalism, Western European democratic socialism, and Soviet communism
  • Arms race and space race

        

Do

By the end of this unit, students will be able to

  • Analyze primary sources documents on Cuba
  • TCI Cold War Map analysis

Evidence of Learning

Formative

Cold War Map
Formative Assessment

Summative/ Benchmark

Cold War Summative Assessment
Benchmark III

Alternative Assessments

Learning Activities

  • Butter Battle Book Analysis
  • TCI Cold War Map Lesson
  • Cold War Scavenger Hunt - Students will use Chromebooks to research the Cold War

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Butter Battle Book, Risk Board, Toy Missile/Soldiers, Cold War Map from TCI,  Cold War Map quiz, scotch tape, markers, crayons, colored pencils, Cold War Scavenger Hunt, Cold War Google Slide Presentation, Discovery School videos on Korea, Cuba, Berlin, End of Cold War, Read Like A Historian Documents on Cuba, Day After Film, Day After Movie Questions, TCI Handouts 4.2C, TCI Transparencies 4.2A-4.2H, Cold War Map Formative Assessments, Cold War Unit Test

Equipment

Chromebook

Supplemental Resources

Cold War Google Slide Presentation: https://docs.google.com/a/gatewayhs.com/presentation/d/1ZdkZlHkH4AyAsH8_pBrrevXHmOpjIr1bO-KIeqgMV2s/edit?usp=sharing
Cold War Sites
http://www.history.com/topics/cold-war
Spreading Ideas
Cold War
http://www.atomicarchive.com/History/coldwar/page01.shtml
http://www.history.com/topics/cold-war/cold-war-history
Iron curtain speech
http://www.history.com/speeches/churchills-iron-curtain-speech
Containment and Domino Theory
http://www.history.com/topics/cold-war/domino-theory
Economic Aid
Marshall Plan
http://www.history.com/topics/world-warii/marshall-plan
Molotov Plan
http://www.historyandtheheadlines.abc-clio.com/ContentPages/ContentPage.aspx?entryId=1162558&currentSection=1130228
Division of Germany: Berlin
Berlin Blockade
http://www.history.com/topics/cold-war/berlin-blockade
http://www.pbs.org/wgbh/amex/bomb/peopleevents/pandeAMEX49.html
Berlin Airlift
http://www.history.com/topics/cold-war/berlin-airlift
http://history.state.gov/milestones/1945-1952/berlin-airlift
Alliances
NATO  and the Warsaw Pact
http://www.history.com/topics/cold war/formation-of-nato-and-warsaw-pact
http://www.coldwar.org/articles/50s/TheWarsawPact.asp
Korea
http://www.history.com/topics/korean-war
http://www.bbc.co.uk/history/worldwars/coldwar/korea_hickey_01.shtml
Space Race
Sputnik and America’s Response
http://www.history.com/topics/space-race
Cuba
Bay of Pigs invasion
http://www.history.com/topics/cold-war/bay-of-pigs-invasion
President Kennedy
http://www.history.com/topics/us-presidents/john-f-kennedy
Cuban Missile Crisis
http://www.atomicarchive.com/History/coldwar/page13.shtml
http://www.history.com/topics/cold-war/cuban-missile-crisis
http://www.bbc.co.uk/history/worldwars/coldwar/kennedy_cuban_missile_01.shtml

Berlin Wall
http://www.history.com/topics/cold-war/berlin-wall

http://history1900s.about.com/od/coldwa1/a/berlinwall.htm
Vietnam
http://www.history.com/topics/vietnam-war/vietnam-war-history

http://militaryhistory.about.com/od/vietnamwar/tp/vietnam101.htm
Ho Chi Minh
http://www.history.com/topics/vietnam-war/ho-chi-minh
North Vietnamese army
http://www.globalsecurity.org/military/world/vietnam/nva.htm
Army of the Republic of Vietnam
http://www.vietnamwar.net/ARVN.htm
Vietcong
http://asianhistory.about.com/od/glossarytz/g/VietCongGlos.htm
Hardliners and Agents of Change
Ronald Reagan
http://www.history.com/topics/us-presidents/ronald-reagan
Strategic Defense Initiative  (nicknamed Star Wars)
http://www.history.com/this-day-in-history/reagan-calls-for-new-antimissile-technology
Mikhail Gorbachev
http://history1900s.about.com/od/people/p/gorbachev.htm
Glasnost  and Perestroika
http://www.history.com/topics/cold-war/perestroika-and-glasnost
End of the Cold War
Lech Walesa
http://www.nobelprize.org/nobel_prizes/peace/laureates/1983/walesa-bio.html
Fall of the Soviet Union
http://www.history.com/topics/cold-war/fall-of-soviet-union
http://www.bbc.co.uk/history/worldwars/coldwar/soviet_end_01.shtml

Standards

Content Statement

Indicator

Decolonization, the emergence of new independent nations, and competing ideologies changed the political landscape and national identities of those involved, and sometimes included military confrontations and violations of human rights.

SOC 6.2.12.A.5.a Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation of new alliances (e.g. NATO, SEATO, Warsaw Pact) and periodic military clashes (e.g. Korean war, conflicts in the Middle East).

SOC 6.2.12.B.5.a Determine the impact of geography on decisions made by the Soviet Union and United States to expand and protect their spheres of influence.

SOC 6.2.12.C.5.a Explain how and why Western Europe countries and Japan achieved rapid economic recovery after World War II.

SOC 6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism.

SOC 6.2.12.C.5.c Assess the impact of the international arms race, the space race and the nuclear proliferation on international politics from multiple perspectives.

SOC 6.2.12.B.5.b Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the impact of these events on changing boundaries in Eastern Europe and Asia

SOC 6.2.12.D.4.c Assess the causes of revolution in the 20th century (China and Cuba).

SOC 6.2.12.B.5.c Determine the impact of migration on the way of life (e.g., social, economic, and political structures) in countries of origin and in adopted countries.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

Language Arts: Conduct research using textbooks, cold war websites and videos, google slide presentation, textbook, primary and secondary source documents.

  • CRP2. Apply appropriate academic and technical skills.
  • CRP7. Employ valid and reliable research strategies.
  • CRP11. Use technology to enhance productivity.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.

Technology Standards - 8.1

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.
  • Process data and report results.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

 

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT



Unit Title

Unit #10 Global Economy

Timeframe 

14 days

Unit Summary

International migration and scientific and technological improvements in the second half of the 20th century resulted in an increasingly global economy and society that are challenged by limited natural resources.

Learning Targets

Essential Questions

 How does the economy of a country affect its government and people?

Enduring Understandings

Students will understand:

The economies of the world’s nations are so tightly linked that the actions of one nation affect others.

Some nations embrace globalization while others are rejecting globalization and wanting to put up barriers to free trade.

Know

By the end of this unit, students will know

  • global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.
  • role of the petroleum industry in world politics, the global economy and the environment.

Do

By the end of this unit, students will be able to

  • Analyze readings of China’s Industrial Growth
  • Global Problem Solving Scenarios

Evidence of Learning

Formative

Global Problem Solving Scenarios

Summative/ Benchmark

Global Economy Unit Summative Assessment

Alternative Assessments

Learning Activities

  • Global Economy Scavenger Hunt  including cartoon analysis- Students will use Chromebooks to research the Global Economy
  • Readings on China’s Industrial Growth
  • Preparation for Global Problem Solving Scenarios

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Global Economy Scavenger Hunt, Global Economy Google Slide Presentation, Global Economy Scavenger Hunt Resources, Video on Global Economy, Nightline Ted Koppel Video on People’s Republic China, Readings on China’s Economy, Problem Solving Scenarios/ Problem Solving Websites

Equipment

Chromebook

Supplemental Resources

Global Economy Slide Show: https://docs.google.com/a/gatewayhs.com/presentation/d/1bRZT0Vrb1jZM7cBuTf87VGiGldkVEpJa08yx1YWDWwI/edit?usp=sharing

Global Economy Scavenger Hunt Websites:
Free Trade Agreements

http://en.wikipedia.org/wiki/Free_trade

http://trade.gov/fta/

Job Outsourcing

http://www.thecountriesof.com/job-outsourcing-statistics/

Petroleum Industry
http://www.irs.gov/Businesses/Petroleum-Industry-Overview-Series---History-of-Industry-&-Trends

http://www.api.org/statistics/

http://www.trencome.com/petroleumindustry.htm
Alternative Fuel Sources

http://www.altenergy.org/
Multinational Corporations

http://en.wikipedia.org/wiki/Multinational_corporation

International Investment

http://en.wikipedia.org/wiki/International_Investment_Agreement

http://www.wto.org/english/forums_e/students_e/students_e.htm
Central Bank

http://en.wikipedia.org/wiki/Central_bank

Exchange Rate

http://en.wikipedia.org/wiki/Exchange_rate

Micro Business Loans

http://en.wikipedia.org/wiki/Microcredit
Problem Solving Scenario Resources:
Scenario 1 Free Trade Agreements
http://www.southerncenter.org/la_feb01_trade.pdf

http://www.state.gov/e/eb/tpp/bta/fta/c26474.htm
http://smallbusiness.chron.com/north-american-trade-agreement-pros-cons-3847.html

http://usliberals.about.com/od/theeconomyjobs/i/FreeTradeAgmts.htm

Scenario 2 Job Outsourcing

http://certification.about.com/cs/jobs/i/outsourcing_2.htm

http://www.forbes.com/sites/danikenson/2012/07/11/outsourcing-for-dummies-including-the-willfully-ignorant/


Scenario 3 Petroleum Industry
http://www.irs.gov/Businesses/Petroleum-Industry-Overview-Series---History-of-Industry-&-Trends

http://www.api.org/statistics/

http://www.trencome.com/petroleumindustry.htm

Scenario 4 Alternative Fuel Sources
Solar:
http://solarenergyfactsblog.com/

http://www.kids.esdb.bg/solar.html

http://www.qrg.northwestern.edu/projects/vss/docs/power/1-how-do-solar-panels-convert.html

http://solarenergyfactsblog.com/fun-facts-about-solar-energy/


Wind:
http://environment.nationalgeographic.com/environment/global-warming/wind-power-profile/

http://interestingenergyfacts.blogspot.com/2008/03/wind-energy-facts.html

http://www.kids.esdb.bg/wind.html

Geothermal:
http://www.kids.esdb.bg/geothermal.html

http://www.pitara.com/discover/5wh/online.asp?story=149

http://environment.nationalgeographic.com/environment/global-warming/geothermal-profile/

Biomass:
http://www.kids.esdb.bg/biomass.html

http://www.energykids.eu/biomass.html

http://www.fplsafetyworld.com/?ver=kkblue&utilid=www.fplsafetyworld.com&id=16211

Hydroelectric:
http://www.alliantenergykids.com/EnergyandTheEnvironment/RenewableEnergy/022399

http://environment.nationalgeographic.com/environment/global-warming/hydropower-profile/

http://www.fplsafetyworld.com/?ver=kkblue&utilid=www.fplsafetyworld.com&id=16180

http://ga.water.usgs.gov/edu/wuhy.html
Tidal Energy:

http://www.eere.energy.gov/basics/renewable_energy/tidal_energy.html

http://www.oceanenergycouncil.com/index.php/Tidal-Energy/Tidal-Energy.html

http://www.buzzle.com/articles/tidal-energy-facts.html

http://www.ducksters.com/science/environment/wave_and_tidal_energy.php

Nuclear:

http://www.kids.esdb.bg/uranium.html

http://www.eia.gov/kids/energy.cfm?page=nuclear_home-basics

http://www.sciencekids.co.nz/sciencefacts/nuclear.html

http://www.ehow.com/info_7931332_nuclear-energy-kids.html
Scenario 5 Multinational Corporations
http://www.apple.com/environment/

http://www.apple.com/supplierresponsibility/

http://www.apple.com/about/

Scenario 6 Encouraging International Investment
http://en.wikipedia.org/wiki/International_Investment_Agreement

http://www.wto.org/english/forums_e/students_e/students_e.htm

Scenario 7 Monetary Policies, Central Banks, Exchange Rates
http://www.federalreserveeducation.org/

http://www.oanda.com/currency/converter/

Scenario 8 Microbusiness Loans
http://www.kiva.org/

http://www.entrepreneur.com/article/52724

Standards

Content Statement

Indicator

International migration and scientific and technological improvements in the second half of the 20th century resulted in an increasingly global economy and society that are challenged by limited natural resources.

SOC.6.2.12.C.5.d: Determine the challenges faced by developing nations in their efforts to compete in a global economy.

SOC.6.2.12.C.5.e: Assess the reasons for and consequences of the growth of communism and shift toward a market economy in China.

SOC 6.2.12.C.5.f  Assess the impact of the European Union on member nations and other nations.

SOC 6.2.12.C.5.g Evaluate the role of the petroleum industry in world politics, the global economy and the environment.

SOC 6.2.12.C.6.a Evaluate efforts of government, non-governmental, and international organizations to address economic imbalances and social inequalities.

SOC 6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources.

SOC 6.2.12.C.6.c Assess the role the government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies.  

SOC 6.2.12.A.6.b Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.

SOC 6.2.12.D.6.a Assess the role of increased personal and business electronic communications in creating a “global” culture and evaluate the impact on traditional cultures and values.

SOC 6.2.12.B.6.a Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.2 Determine the central ideas or information of a primary source; provide an accurate summary of how key events or ideas develop over the course of the text.

Business: Exploring the roles of multinational corporations and job outsourcing

Science: Analyzing the role of non renewable resources on the environment

Language Arts: Reading and analysis of texts and presentation skills

  • CRP4. Communicate clearly and effectively and with reason.
  • CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP12. Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and resources required for owning and managing a business.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
  • 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT



Unit Title

Unit #11 Modern World Challenges

Timeframe 

25 days

Unit Summary

To explore conflicts in various parts of the world that is currently shaping modern politics and economics. To trace the historical roots of these problems and understand the reasons why these conflicts are continuing. To brainstorm meaningful solutions to these problems and evaluate the feasibility of those solutions.

Learning Targets

Essential Questions

How do countries solve their problems peacefully?

How do nations work together to try to address complex issues?

How can individuals take action to address modern world challenges? 

Enduring Understandings

Students will understand:

The world is now interconnected globally and more competitive.

Conflict in one region of the world affects other regions of the world.

To solve complex problems it takes a coordinated effort of individual citizens, government and non-government organization working together.

Students may choose to complete community service or work for a nonprofit or NGO to help address modern world challenges.

Know

By the end of this unit, students will know

  •  influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide.
  • the relationships between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.
  • why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies.

Do

By the end of this unit, students will be able to

  • Analyze a terrorism case study
  • Document based analysis
  • Create a World Challenges PSA

Evidence of Learning

Formative

Terrorism Formative Assessment
Benchmark: Document Based Analysis Jigsaw

Summative/ Benchmark

World Challenges PSA/ Video
UN Sustainable Development Goals

Alternative Assessments

Learning Activities

  • Case Study of Terrorism Critical Thinking Questions
  • Document Based Analysis Jigsaw Preparation
  • Preparation for World Challenges PSA/ Video Assignment
  • UN Sustainable Development Goals Assignment

Materials / Equipment / Resources

Core Instructional

Materials and Texts

World Challenges Unit Overview Sheet, EBSCHO Host Databases, Philadelphia Inquirer, Jigsaw Articles from Time Magazine and other online resources. Document Based Analysis Handout, Case Study of Terrorism Scavenger Hunt, Case Study of Terrorism Google Slide Presentation, UN Sustainable Development Goals Handout

Equipment

Chromebook

Supplemental Resources

Case Study of Terrorism Google Slide Presentation: https://docs.google.com/a/gatewayhs.com/presentation/d/1c8E9_EeFpCY0WyDRiNBfmhcPUq2EVO1ED2m8OehY9-k/edit?usp=sharing
Electronic Folder with possible topics for jigsaw: https://drive.google.com/a/gatewayhs.com/folderview?id=0B6yBbcArp6jLbTJaWUhIMUN1WFU&usp=sharing

Standards

Content Statement

Indicator

Technological innovation,

economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.

SOC 6.2.12.D.5.c Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide.

SOC 6.2.12.D.5.d Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women’s progress toward social equality, economic equality, and political equality in various countries.

SOC 6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues.

SOC 6.2.12.A.6.b Analyze the relationships between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.    

SOC 6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies.

SOC 6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic territorial, religious and or national differences.

SOC 6.2.12.C.6.d Determine how the availability of scientific, technological and medical advances impacts the quality of life in different countries.

SOC 6.2.12.D.6.a Assess the role of increased personal and business electronic communications in creating a “global” culture and evaluate the impact on traditional cultures and values.

SOC 6.2.12.C.6.a Evaluate the efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities.

SOC 6.2.12.B.6.a Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

RH 9-10.8 Assess the extent to which reasoning and evidence in a text support the author’s claims.

Language arts: Document Based Analysis/  Giving a formal oral presentation.

Health: Researching solutions to health related challenges such as diseases and famine

Science: Researching environmental challenges

Business: Researching solutions to economic challenges

  • CRP4. Communicate clearly and effectively and with reason.
  • CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP12. Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

Modifications/Accommodations

IEPs

  • Shortened assignments
  • Extended time is allotted for students when directed by IEP’s.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

504s

  • Shortened assignments
  • Extended time is allotted for students when directed by 504 plans.
  • Modification of project dimensions or materials for students with special needs.
  • Provide students for multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling)
  • Oral, short-answer, modified tests
  • Student choice of texts, projects, writing prompts, etc.

ELLs

  • Shortened assignments
  • Extended time is allotted for students
  • Visuals/video provided where possible

G/T

  • Game incentives to explore areas of interest.
  • Structure learning around explaining or solving a social or community-based issue
  • Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.

END OF UNIT