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Winston-Salem/ Forsyth County Schools

Recommended 6th Grade Pacing GuideSouth American & European Studies

Developed 2008

*for a detailed set of Graphic Organizers, go to the following website: http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600-FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02

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http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600-FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02

http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600-FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02

Introduction Several teachers from WSFCS met and developed pacing guides in 2008 for South American & European Studies, a document that will undergo review and revisions as necessary. The goal was to establish a realistic pacing guide based on 126-160 actual instructional days full of suggested ideas to successfully cover the curriculum. Lastly, the committee members included relevant (and helpful) information for teachers to use based on best teaching practices that are research-based, so that teachers can use such resources to modify their instruction and empower them to develop features (such as Essential Questions) on their own.

Preparing students for the workplace, college, and an increasingly global society lies at the heart of Social Studies instruction. With the new graduation focus on preparing students for the 21st Century workplace, it has become even more important to develop strong academic students and prepare them in the best way possible to succeed in a global society.

How can the Pacing Guides be used?

To guide instructional pacing so that key areas receive proper attention by including helpful information such as…o Suggested number of days per unito Thematic concepts in each unito Key Terms/People/Places/Events – factual material to recognize and recallo Vocabulary to help build a child’s academic abilities through word walls and word mapso Target Goals for students to accomplish by the end of unitso Global connections that can be extensions of the NC Standard Course of Studyo The NC Standard Course of Study for easy reference

To establish with teachers quarterly benchmarks for units of study that should be complete by the end of each quarter to insure a rich and complete curriculum. Students who transfer from one school to another during the school year con best be served by shared pacing between our schools.

To foster collaborative planning among novice and master teachers by providing suggested curriculum elements (essential questions, global connections, vocabulary, )

Pacing Guides will be made public to students and parents via website: http://wsfcs.k12.nc.us/departments/socialstudies Pacing Guides will be evaluated at the end of the first year and any district-wide recommendations will lead to revisions as needed. This

is a living document and must continue to be perfected as years go by.

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http://wsfcs.k12.nc.us/departments/socialstudies

Table of ContentsPages…

4-5. Overview of Pacing Guide/Curriculum Document Features

6-30. WSFCS Pacing Guide/Curriculum Document for South American & European Studies: Quarters 1-4

pg. 7-8: Pacing Guide pg. 9: Core Curriculum-a top 100 list of Key

Terms/People/Places/Events pgs. 10-30: Curriculum Support Document for South America

& Europe

Appendix: NC DPI’’s Bloom-Marzano’s Hybrid Taxonomy of Cognitive Levels (to help develop effective

questions) An Item Shells Approach to formulating questions for each cognitive level

We extend deep gratitude and appreciation to all the 6th grade teachers who,

through the years, helped this pacing guide evolve.Your experience, time, and commitment

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have been valuable throughout the process.

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2008-2009 WS/FCS Recommended 6th Grade Pacing Guide (based on 126-160 instructional days)

Unit 1st Q 2nd Q 3rd Q 4th Q Current Adoption-

Gibbs Smith

Introduction to 6th grade-opening of school √-5 days [Chps]

Overview of geographical & other social studies skills

In Focus: CG 1 & 5√-14-15 days

See page ix for page

listings

*students apply the 5 themes of geography with South America*

South America: the land & its people In Focus: CGs 2 & 3

√- 14-20 days27-28

5-12 days in 1st quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

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“In Focus”:Each chapter of the current adoption correlates to specific Competency Goals (CGs), but schools can instead focus on 2 principal CGs that are natural fits for the given unit; each CG is touched upon at least twice in the Pacing Guide

Days: in order to cover the entire curriculum, each unit contains an instructional window; however, instructors should look at the end of each quarter as a benchmark to aim for.

South America society: then and nowIn Focus: CGs 6 & 10 √-8-10 days

29-30

Overview of EuropeIn Focus: CGs 3 & 13 √-7-10 days

1-2

Classical Europe & Medieval EuropeIn Focus: CGs 4 & 8 √-8-10 days

3

Modern Europe: Renaissance-todayIn Focus: CGs 7 & 8

√- 12-16 days 8-10 days

4-5

5-14 days in 2nd quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

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Loss of Instructional Time: each quarter takes into consideration loss of instructional time due to various school/district mattersCurrent adoption: each unit has been aligned to the current textbook adoption; however, instructors should be teaching the SCOS instead of the

UNIT OF STUDY/THEME: South America: the land & its people / In Focus: CGs 2 & 3

Suggested # of Days 14-20 Unit Essential

Question“Why has the environment been so important for the development of South

America?

Examples of Lesson Essential Questions SCOS Objectives

Concepts & Key Terms/People/Places/

EventsVocabulary Builder Examples of Target Goals

& Global Connections

Human/Geographic Relationships: How have the 4

regions shaped the history of South American cultures?

What different roles have the Amazons played throughout history?

What natural resources have been profitable?

Interaction How do different

cultures interact in the different parts of South America?

How similar are the influences of

Textbook correlates to: CGs 2, 3, 4, 5, 7, & 8

In Focus: CGs 2 & 3 2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American & European regions.

2.02 Describe factors that influence changes in distribution patterns of population, resources & climate in selected regions of South America & Europe & evaluate their impact on the environment.

2.03 Examine factors such as climate change, location of resources, & environmental challenges that influence human migration & assess their significance in the

Concepts: systems racial mixing urbanization slums (“favelas”) challenges-

environmental civilization

industries

Terms/People/Places/Events: tropics (Tropic of

Capricorn) equator Plata River System Andes Mountains Tierra del Fuego Amazon basin Quechua pampas gauchos Patagonia latex (rubber trees)

Vocabulary: region tributaries indigenous Andean mestizos plantation

(system) terraced fields environmental ethanol distillery plaza deforestation life expectancy poverty renewable and

non-renewable resources

coffee beans (cash crops)

Students should be able to… Identify some sub-

groups in South American societies

Understand how all peoples of South America adjusted to their environment

Analyze the costs & benefits of industrialization in South America

Global Connections: Examples of South

American companies and products found in NC.

Comparing environmental issues in South America to US

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While the suggested number of days is important to cover the curriculum effectively, the numbers listed here are meant to provide a general “weight” to each unit’s place in a year.

“Lesson Essential Questions”= written in “student-friendly” language, contain a clear target for students, connect to other lesson EQs, and are a specific aspect of the Unit EQ. EQs should drive instruction & be made

“Concepts”= broad topics of discussion that the “Terms/People/Place/Events”provide specific examples to study & discuss; both are for teacher planning use.

“Vocabulary Builder”: content-based, students will use these terms regularly beyond the course; useful for students to refer to during a unit as a Word Wall “Target Goals”: a roadmap for unit mastery “Global Connections”: developing students

for the global workforce through social studies.

Unit EQs: What is the key learning for this unit, that serves as an “umbrella” for all the lessons? The unit EQ can address the Competency Goals (CG) that are in “In Focus” for the unit.





Africans, Europeans, and Native Americans in South

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WS/FCS Recommended 6th Grade Pacing Guide (based on 126-160 instructional days)

Unit 1st Q 2nd Q 3rd Q 4th Q Current Adoption-

Gibbs SmithIntroduction to 6th grade-opening of school √-5 days [Chps]

Overview of geographical & other social studies skills

In Focus: CG 1 & 5 √-14-15 days

See page ix for page listings

*students apply the 5 themes of geography with South America*

South America: the land & its people In Focus: CGs 2 & 3

√- 14-20 days

27-28

5-12 days in 1st quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

South America society: then and now

In Focus: CGs 6 & 10 √-8-10 days

29-30

Overview of EuropeIn Focus: CGs 3 & 13 √-7-10 days

1-2

Classical Europe & Medieval EuropeIn Focus: CGs 4 & 8 √-8-10 days

3

Modern Europe: Renaissance-todayIn Focus: CGs 7 & 8

√- 12-16 days 8-10 days

4-5

5-14 days in 2nd quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

(Modern Europe: Renaissance con’t) 4-6 days 4-5Region: British Isles & Scandinavia

In Focus: CGs 2 & 12 √-13-16 days6-9

Region: Western EuropeIn Focus: CGs 5 & 9 √-15-18 days 10-13

5-13 days in 3rd quarter allotted for any of the following:

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reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registrationRegion: Mediterranean Europe

In Focus: CGs 4, 6, & 12 √-14-17 days14-17

Region: Russia In Focus: CGs 9 & 11 √-13-15 days

22-25

Region: Eastern Europe In Focus: CGs 10 & 11

& Central Asia-if possible (preview of 7th grade)

In Focus: CG 1 & 7

√-5-8 days

18-21

22 (go back to lesson

1) & 26

5-13 days in 4th quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

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1. continents (all 7)2. oceans (all 4)3. hemispheres4. geography (all 5 themes)5. Prime Meridian6. tropics7. equator8. Andes mountains9. Amazon basin10. the Pampas11. gauchos12. Patagonia13. favelas14. Inca15. Atahualpa16. Francisco Pizarro17. Simón Bolívar18. José de San Martín19. Juan & Eva Perón20. Roman Catholic Church21. Buenos Aires22. Tango (music & dance)23. Darwin’s Galapagos

voyage24. Houses of Parliament (and

Big Ben)25. Great European Plain (or

Northern Plain)26. Iberian Peninsula

27. Ural Mountains 28. the Alps29. Mediterranean Sea30. Pericles31. Phoenicians (alphabet

system)32. Athens city-state33. Alexander the Great34. Julius Caesar35. Hebrews (or Jews)-

Palestine36. Jesus37. Christianity38. Paul39. Middle Ages40. Constantinople41. “Black Death”42. Charlemagne43. humanism44. Magna Carta45. Renaissance46. Michelangelo47. Martin Luther & 95 theses48. printing press49. Niccolo Machiavelli’s

“The Prince”50. Louis XIV & Versailles51. Napoleon Bonaparte52. Line of Demarcation

53. Columbian Exchange54. The Great War55. Soviet Union (USSR)56. Nazis & Adolph Hitler57. NATO & Warsaw Pact58. Marshall Plan59. Berlin Wall60. Scandinavia61. United Kingdom (all four

areas)62. Vikings63. three-field system64. Industrial Revolution65. James Watt & steam

engine66. Victorian Age67. London Underground

(“the Tube”)68. London Blitz69. Queen Elizabeth I70. Henry VIII71. Benelux countries72. Agricultural Revolution73. European Union74. Declaration of the Rights

of Man75. Louis XVI & Marie

Antoinette76. French Revolution

77. the Euro78. Q’uran79. Moors80. Isabella & Ferdinand81. Minoan civilization82. Benito Mussolini83. Spanish Civil War84. St. Peter’s Basilica

(Vatican City)85. Olympic Games86. Peter the Great87. Catherine the Great88. Alexander II & the

emancipation of the serfs89. Karl Marx (Marxism)90. Bolsheviks91. Vladimir Lenin92. Russian Revolution (and

Civil War)93. Joseph Stalin94. Mikhail Gorbachev95. Chernobyl96. Orthodox Church97. ethnic diversity98. “Iron Curtain”99. Lech Walesa & Solidarity100. John Paul II

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Core Curriculum for 6th Grade South America & Europe—a list of top 100 Key Terms/People/Places/Events (see units)

6th-Grade Pacing Guide – South America & EuropeFive Themes of Geography: Location (absolute and relative); Place (Physical and Human Characteristics); Human-Environmental

Interaction; Movement (of ideas, trade); Regions (Physical and Cultural)Also: Society and Culture; History; Government; Religion

UNIT OF STUDY/THEME: Overview of geographical & other social studies skills/ In Focus: CGs 1 & 5


QuestionIn what ways does geography help us understand our world?





Social Science Skills: What are the

major features of the globe?

What skills are required to read a _____? (map, globe, graph, chart, database)

How would I use latitude and longitude to locate specific places around the world?

What types of landforms will I see as a world traveler?

How can I use the work of social scientists to understand the

Textbook correlates to: CGs 1, 2, 3, 4, 5, 7, & 8

In Focus: CG 1 & 51.01 Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in South America and Europe. (Q1, Q2, Q8)

1.02 Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections. (Q3, Q8)

1.03 Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of South America and Europe and to identify patterns as well as similarities and differences among them. (Q4, Q5, Q8)

5.01 Describe the relationship

Concepts: measurement interpreting

(maps) skills tools (for social

scientists) travel knowledge connections

Terms/People/Places/Events: continents (all 7) oceans (all 4) hemispheres cardinal directions geography (all 5

themes) anthropologists geographers historians economists sociologists archeologists

Vocabulary: region scale map key latitude longitude time zone physical map political map geography history culture government economics absolute

location relative location physical

characteristics cultural

characteristics interaction movement

Students should be able to… apply scale and

determine distance on a map. (can examine maps that do and do not represent the relative size of continents/states accurately)

read and interpret a variety of maps, charts, graphs, timelines, databases.

compare and classify geographic terms relating to landforms.

relate 5 themes of geography to their surroundings.

choose a Social 12





world in which I live?

(can use: historians, geographers, sociologists, economists, archaeologists & anthropologists)

Human-Environmental Interaction: In what ways do

climate and people influence each other?

How does the location of natural resources influence economic development?

Why is it important for the United States to reduce our dependence on nonrenewable resources?

between the location of natural resources and economic development, and assess the impact on selected cultures, countries, and regions in South America and Europe. (Q6, Q8)

5.02 Examine the different economic systems, (traditional, command, and market), developed in selected societies in South America and Europe, and analyze their effectiveness in meeting basic needs. (Q6, Q7, Q8)

5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of South America and Europe.(Q7, Q8)

5.04 Describe the relationship between specialization and interdependence, and analyze its influence on the development of regional and global trade patterns. (Q7, Q8)

political scientists Prime Meridian Great Circle Route cardinal directions intermediate

directions

Science profession that would make you most marketable in a global economy & explain your choice.

Global Connections: Using the 5 themes,

compare students’ surroundings to the world. (specifically S. America and Europe)

Examine famous uses of Social Studies skills such as Heinrich Schliemann’s excavation of Troy.

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UNIT OF STUDY/THEME: South America: the land & its people / In Focus: CGs 2 & 3


Question Why has the environment been key to the development of South America?





Place: Physical & Human Characteristics: How do the

physical characteristics of South America compare to those of North America?

How has culture shaped the 4 regions of South America?

Human-Environmental Interaction: What natural

resources in the Andes have been profitable?

What role does the Amazon River play in Brazil’s economy?

How do diverse cultures interact across regions in

Textbook correlates to: CGs 2, 3, 4, 5, 7, & 8

In Focus: CGs 2 & 3 2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American & European regions.

2.02 Describe factors that influence changes in distribution patterns of population, resources & climate in selected regions of South America & Europe & evaluate their impact on the environment.

2.03 Examine factors such as climate change, location of resources, & environmental challenges that influence human migration & assess their significance in the development of selected cultures in S. A. & Europe.

3.01 Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted

Concepts: systems race (racial mixing) urbanization poverty (slums, or

“favelas”) challenges-

environmental civilization industry

Terms/People/Places/Events: tropics (Tropic of

Capricorn) equator Plata River System Andes Mountains Tierra del Fuego Amazon basin Quechua the Pampas gauchos Patagonia latex (rubber trees) favelas Beringia cassava cacao conquistador

Vocabulary: region tributaries indigenous Andean mestizos plantation

(system) terraced fields environmental ethanol distillery plaza deforestation life expectancy poverty renewable

resources non-renewable

resources cash crop

Students should be able to… identify sub-groups in

South American societies.

understand how peoples of South America adjusted to their environment.

analyze the costs & benefits of industrialization in South America.

judge the environmental impact of economic growth in South America.

Global Connections: Revisit NC’s

geographic features as a preview of S. America’s features.

Compare environmental issues in South America to N. America and NC.

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South America? In what ways

have environmental challenges influenced human migration in South America?

How can South Americans protect the environment while helping grow the economy?

Regions: How did

colonization of Caribbean South America impact its culture?

What different roles have the Pampas played throughout history?

How similar are the influences among cultural subgroups (Africans, Europeans, and

to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions.

3.02 Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community.

3.03 Examine the development and use of tools and technologies and assess their influence on the human ability to use, modify, or adapt to their environment.

3.04 Describe how physical processes such as erosion, earthquakes, and volcanoes have resulted in physical patterns on the earth's surface and analyze their effects on human activities.

El Dorado Treaty of Tordesillas Portuguese hacienda Inca Atahualpa Francisco Pizarro Brasilia coffee beans

Assess the role of rivers, coastlines, mountains, and natural products (commodities) in NC, N. America, & S. America.

Compare race relations and mixing between US and South American regions.

Identify examples of South American companies and products found in NC.

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Native Americans) in South American society?

UNIT OF STUDY/THEME: South American Society: then and now/ In Focus: CGs 6 & 10


Question How has immigration made South America more diverse?





Movement & History: What difficulties

did indigenous people face with the arrival of “foreigners”?

In what ways did independence in South America look different than in the US?

Textbook correlates to: CGs 6 & 8 through 13In Focus: CGs 6 & 10 6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.

6.02 Examine the influence of education and technology on productivity and economic

Concepts: deforestation poverty slavery urbanization migration systems of government

(military juntas) autocracy democracy caste system, or

hierarchical society

Vocabulary: smelting manufactured

products trade surplus deforestation tropical forests urbanization colonial independence-

liberation autocratic

Students should be able to… understand how all

peoples adapted to their environment.

assess what might have led to South American independence.

understand what struggles South America has faced with democracy.

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Society & Culture: What are some

common cultural traits found in the 4 regions of South America?

With which aspects of South American culture do you identify?

Government: What has

‘democracy’ meant to South Americans?

Religion: How has the role

of Catholicism been challenged in South America?

development in selected nations and regions of South America and Europe.

6.03 Describe the effects of over-specialization and assess their impact on the standard of living.

10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America and Europe, and evaluate the changes that have evolved over time.

10.02 Identify various sources of citizens' rights and responsibilities, such as constitutions, traditions, and religious law, and analyze how they are incorporated into different government structures.

10.03 Describe rights and responsibilities of citizens in selected contemporary societies in South America and Europe, comparing them to each other and to the United States.

10.04 Examine the rights, roles, and status of individuals in selected cultures of South

culture (mixed) immigration

Terms/People/Places/Events: seasonal reversal Simón Bolívar José de San Martín Juan and Eva Perón

(Argentina) Augusto Pinochet

(Chile) Hugo Chavez

(Venezuela) Carnival (Brazil) Roman Catholic

Church Gabriela Mistral Guaraní Buenos Aires Lima Caracas Tango (music &

dance) Samba capoeira “fútbol” Charles Darwin’s

voyage on HMS Beagle to Galapagos Islands

(re-visit Gauchos & Pampas)

patron saints (and Virgin)

Catholicism missionaries bilingual Creole mestizo mulatto adobe diet

evaluate which modern societal traits best show the influence of different immigrant groups.

Global Connections: Compare early

civilizations in South America and US (NC) in their adaptation to the environment.

Connect European settlement of South America to that of North America (and NC) . May compare/ contrast Iberian colonization to French/ English/Dutch.

Compare slavery in US and South America. (includes plantations)

Contrast US and Latin American independence/ democracy.

Describe mixed (Creole) cultures in

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& Global ConnectionsAmerica and Europe, and assess their importance in relation to the general welfare.

North & South America.

Identify examples of South American musical influences/groups heard in the US.

UNIT OF STUDY/THEME: Overview of Europe/ In Focus: CGs 3 & 13


Question Why is geography important in understanding Europe?





Human-Environmental Interactions: How do

Europeans use the physical landscape to promote tourism?

In what ways have Europeans

Textbook correlates to: CGs 1, 2, 3 & 13

In Focus: CGs 3 & 13 3.01 Identify ways in which people of selected areas in S.A. & Europe have used, altered, & adapted to their environments in order to meet their needs, & evaluate the impact of their actions on the development of cultures & regions. (Q1, Q2)

Concepts: Interpretation (maps)

(review) climate pollution (air quality) relationships (human-

environmental) industries heritage civilization

Vocabulary: travel journal souvenir siestas “breadbasket”-

Ukraine air pollution mountainous heritage customs

Students should be able to… compare/contrast the

geography of Europe, South America and the United States.

contrast the standard of living that exists in Western Europe with that of Eastern Europe.

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modified their environment to meet their needs?

Location: What benefits do

Europeans receive from their location?

Why do some North Carolina names and customs suggest European origin?

Place (Physical Characteristics): How does the

geography of South America differ from that of Europe?

Regions: How has

geography shaped Europe’s cultures?

3.02 Describe the environmental impact of regional activities such as deforestation, urbanization, & industrialization & evaluate their significance to the global community. (Q2, Q5)

3.03 Examine the development & use of tools & technologies & assess their influence on the human ability to use, modify, or adapt to their environment. (Q3)

3.04 Describe how physical processes such as erosion, earthquakes, & volcanoes have resulted in physical patterns on the earth's surface & analyze their effects on human activities. (Q1, Q3)

13.01 Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of South America and Europe and evaluate their influence on local, state, regional, national, and international communities. (Q4)

13.02 Describe the diverse cultural connections that have

region

Terms/People/Places/Events: Tower of London Houses of Parliament

(Big Ben) soccer haggis Loch Ness (“Nessie”) United Kingdom Berlin Wall

(Germany) Benelux countries Mont Blanc-France El Prado (Madrid,

Spain) baklava (Greece) St. Basil’s Cathedral

(Moscow, Russia) Chernobyl nuclear

accident Great European Plain

or Northern European Plains

Iberian Peninsula Ural Mountains the Alps Mediterranean Sea

dialects ethnic groups peninsula continent plains gulf stream North Atlantic Drift “western”

(civilization) globalization

identify economic markets in Europe that compete against the United States.

explain how European artistic, culinary, and musical achievements have influenced the world.

illustrate ways ethnic groups sharing a small space causes conflict.

Global Connections: Identify examples of

European companies and products found in NC.

Trace European influence on N.C. cities. (names)

Compare exchange rates between the Euro, or British Pound, to other currencies - mainly the dollar.

Examine reasons why the European rail system is more vast than those in the US, Africa, China, Russia, and India.

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influenced the development of language, art, music, and belief systems in North Carolina and the United States and assess their role in creating a changing cultural mosaic. (Q4)

13.03 Examine the role and importance of foreign-owned businesses and trade between North Carolina and the nations of South America and Europe, and evaluate the effects on local, state, regional, and national economies & cultures (Q4).

UNIT OF STUDY/THEME: Classical Europe & Medieval Europe/ In Focus: CGs 4 & 8


Question How do we benefit today from the classical and medieval ages of Europe?





Government: What is the

political legacy of the Romans?

Society & Culture:

Textbook correlates to: CGs 4, 7, & 8

In Focus: CGs 4 & 8 4.01 Describe the patterns of and motives for the migrations of people, and evaluate their

Concepts: art (forms) systems (of

government) philosophy religion

Vocabulary: city-state metropolis alphabet system direct democracy theatre (drama

Students should be able to… describe how classical

civilizations were organized.

explain the impact of geography on the

20





What contributions of Ancient Greeks are prevalent in present day society?

History: Why is it

important to understand plagues like the “Black Death”?

Which historical figure do you think had the greatest impact on Europe during the Classical Period?

History/ Society & Culture: (Issues of Power) How can we see

feudal levels of power in the world today?

How were religious beliefs a

impact on the political, economic, and social development of selected societies and regions. (Q1, Q5)

4.02 Identify the main commodities of trade over time in selected areas of South America and Europe, and evaluate their significance for the economic, political and social development of cultures and regions. (Q3)

4.03 Examine key ethical ideas & values deriving from religious, artistic, political, economic, & educational traditions, as well as their diffusion over time, & assess their influence on the development of selected societies & regions in S.A. & Europe.(Q6, Q7)

8.01 Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe. (Q4)

8.02 Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe.

power (church, state, societal)

civilization (and decline of)

Terms/People/Places/Events: Pericles Crete Phoenicians (alphabet

system) Athens city -state the Acropolis Parthenon Alexander the Great Olympia & Olympic

Games Roman legions Julius Caesar Hadrian’s Wall Hebrews (or Jews)-

Palestine Christianity Jesus Gospels messiah Paul The Pope Constantine Middle Ages vassals knights serfs Constantinople “Black Death” Charlemagne

& comedy) tragedies philosophers republic constitutional

government Diaspora empire monotheism lord bartering feudalism excommunicatio

n ghetto classical

learning

development of early civilizations.

understand the contributions of classical & medieval societies to today’s civilizations.

identify events that caused the decline of classical civilizations.

explain the effects of the Middle Ages.

Global Connections: Trace the expansion of

Christianity outside of Europe.

Examine how classical & medieval European architecture has influenced designs around the world.

Follow the development of the classical Olympic Games to its modern global version.

Contrast medieval feudal society to the Indian caste system.

Compare slavery in the classical era to other forms of slavery.

Identify differences 21





powerful force in political change?

Place (Human Characteristics): What evidence of

Moorish influence exists today in European architecture, music and art?

(Q2)

8.03 Identify major discoveries, innovations, and inventions, and assess their influence on societies past and present. (Q4)

Song of Roland Notre Dame Cathedral St. Thomas Aquinas

and similarities between Greco-Roman mythology & other mythology.

Examine the empires of Alexander the Great, Rome, and Charlemagne to other major empires such as the Mongols, Mauryan, Inca, & Islamic

UNIT OF STUDY/THEME: Modern Europe: Renaissance-today/ In Focus: CGs 7 & 8


Question What influence does Renaissance thinking have on our culture today?





Human/Environmental

Textbook correlates to: CGs 7 -10, 12, & 13

Concepts: rebirth

Vocabulary: protestants

Students should be able to… explain the forces in

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Interaction: How can the

availability of energy resources impact the economy?

History: Which forces

(institutions) in Europe shaped the Age of Exploration?

How did European imperialist policies affect colonies in lasting ways?

In what ways have technological advances in weapons impacted European history?

Who was the most influential leader in Europe since the beginning of the Renaissance?

In Focus: CGs 7 & 8 7.01 Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues. (Q5, Q8, Q10, Q12)

7.02 Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions. (Q2)

8.01 Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe. (Q4, Q5, Q7)

8.02 Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe. (Q1, Q6, Q9, Q10)

8.03 Identify major discoveries, innovations, and inventions, and assess their influence on societies past and present. (Q3, Q8)

literacy reform systems of government innovation exploration war/ conflict technology cooperation peace genocide human rights energy recovery

Terms/People/Places/Events: humanism “Renaissance” the Medici family Michelangelo Florence Protestant

Reformation Martin Luther & 95

Theses printing press John Calvin Magna Carta Niccolo Machiavelli’s

“The Prince” Louis XIV &Versailles Napoleon Bonaparte Ferdinand Magellan Prince Henry the

Navigator astrolabe

secular translation absolutism (or

absolute monarch)

nationalism state exploration colonialism alliances trenches dictator propaganda Holocaust division containment reunification cold war

Europe that shaped the Age of Exploration,

judge the impact of imperialism on colonists in North & South America.

identify the patterns of behavior that led to both World War I & II.

trace the impact of technology on conflict throughout Europe’s history.

locate the variety of ethnic groups in Europe and predict/explain possible ethnic problems.

Global Connections: Identify non-

European feats of exploration.

Familiarize students with other “Renaissance” eras of history such as Golden Ages of China & India, height of Mayan civilization and re-emergence of

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Society & Culture: What forces

cause cultures to change over time?

How does the ethnic variety in Europe explain conflicts that exist?

How did/does literature reflect popular culture?

Government: Why was the

communist form of government seen as a threat to individual rights?

Why do you think that individual rights evolved over time in Europe?

Religion: How has the

influence of the Roman Catholic

Christopher Columbus Line of Demarcation viceroys Columbian Exchange Franz Ferdinand Kaiser Wilhelm The Great War The Western & the

Eastern Fronts Communists Versailles peace treaty League of Nations Soviet Union (USSR) Joseph Stalin Allies vs. Axis powers Benito Mussolini Adolph Hitler & Nazis Pearl Harbor nuclear power NATO &Warsaw Pact Marshall Plan Berlin Wall Nikita Khrushchev European Union (EU)

Russia as a world power during the Soviet Age.

Contrast European imperialism to non-European imperialism.

Research industrialization in other parts of the world and identify economic trends/demands that contributed to the changes.

Examine the global impact of the Great War.

Describe how WWII changed the US.

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Church in Europe changed since the Renaissance?

UNIT OF STUDY/THEME: Region: British Isles & Scandinavia/ In Focus: CGs 2 & 12


Question To what degree do you think that British and Nordic cultures are different?





Place (Physical & Human Characteristics): What major

resources are located in Northern Europe?

Why did the Industrial Revolution begin in the British Isles?

Human/Environmental Interaction: In what profitable

ways have N. Europeans helped the environment? (similarities &

Textbook correlates to: CGs 2-6, 8, 11, & 12

In Focus: CGs 2 & 12 2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American and European regions.

2.02 Describe factors that influence changes in distribution patterns of population, resources, and climate in selected regions of South America and Europe and evaluate their impact on the environment.

2.03 Examine factors such as climate change, location of resources, and environmental

Concepts: location climate ancestry language traditions systems of production labor industry revolution energy transportation economy natural resources government recreation

Terms/People/Places/Events: Northern Hemisphere Arctic Circle summer & winter

solstice

Vocabulary: latitude hemisphere temperate

(climate) Nordic Germanic

languages fallow crop rotation raids peasants manor (system) commerce cottage industry division of labor factory (system) urbanization depressed areas mixed economy famine service

Students should be able to… trace the history of

religion in the region identifying major turning points.

explain how the economic cooperation of Europe benefits the British Isles and Nordic countries.

compare the impact of the World Wars on the two regions.

Global Connections: Compare drilling for

oil in the North Sea to other off-shore drilling such as in the Gulf of Mexico.

Examine the

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differences)

Regions: What

adjustments do sea-based countries need to make?

How does a cold climate affect lifestyle?

History: What is the

lasting legacy of the Vikings?

How did the feudal system create the foundation for industry?

Why have Nordic countries remained neutral in major world conflicts of the 20th C?

Society & Culture: How did the

Industrial

challenges that influence human migration and assess their significance in the development of selected cultures in South America and Europe.

12.01 Examine the major belief systems in selected regions of South America and Europe, and analyze their impact on cultural values, practices, and institutions.

12.02 Describe the relationship between cultural values of selected societies of South America and Europe and their art, architecture, music and literature, and assess their significance in contemporary culture.

12.03 Identify examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in South America and Europe.

Scandinavia fjords British Isles cricket Ireland United Kingdom

(Scotland, Wales, England, & N.Ireland)

Vikings Geoffrey Chaucer &

the Canterbury Tales Canterbury Cathedral three-field system Industrial Revolution spinning jenny Charles Dickens James Watt & steam

engine coal production railroads geothermal

energy Victorian Age London Underground

(“the Tube”) London Blitz “black gold” Heathrow & Gatwick

airports Thames River Westminster Abbey Hans Christian

Andersen “Mermaid” Nobel Prize

industries convents monasteries

(re-visit: peninsula, regions, constitutional government, democracy, republic, immigrants)

possibilities of wind power in the US such as the common use in the Netherlands and Denmark.

Identify other major underground rail systems in the world.

Investigate influences on modern cities like London, Edinburgh, Dublin, Amsterdam, and Copenhagen.

26





Revolution change the world?

In what ways did Northern Europeans react to assaults from the Nazis?

Government: How has the role

of the monarchy changed over time?

Religion: How have

religious beliefs divided people in the British Isles?

Church of England Henry VIII Queen Elizabeth I illuminated

manuscripts

UNIT OF STUDY/THEME: Region: Western Europe/ In Focus: CG


Question Why is Western Europe an economic giant in the world?

27





Place (Physical & Human Characteristics): Which valuable

resources are located in W. Europe?

Why are the Alps the “lifeline” of W. Europe?

Regions: Why is it useful

to study W. Europe as distinct regions?

History: In what ways can

we see the legacy of the Roman Empire in W. Europe today?

“The French Revolution laid the foundation for modern democracies.” In what ways can you support that statement?

Government:

Textbook correlates to: CGs 2-7, 9, 12In Focus: CGs 5 & 9 5.01 Describe the relationship between the location of natural resources and economic development, and assess the impact on selected cultures, countries, and regions in South America and Europe.

5.02 Examine the different economic systems, (traditional, command, and market), developed in selected societies in South America and Europe, and analyze their effectiveness in meeting basic needs.

5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of S.A. & Europe.

5.04 Describe the relationship between specialization & interdependence, & analyze its influence on the development of regional & global trade patterns.

9.01 Trace the historical development of governments

Concepts: language

(multilingual) ancestry conflict cooperation emigration geography climate revolution transportation pollution

(environmental challenges)

labor democracy religion/ faith

Terms/People/Places/Events: Franks Germania Benelux countries Flemish Walloon Gothic

(architecture) Northern European

Plain Albert Einstein the Rhine river the Alps Agricultural

Revolution scythe sickle European rail system

Vocabulary: descendents microstate guest workers dikes enclosures life expectancy standard of

living toxins trade surplus reunification specialization chancellor architecture rabbi Judaism synagogue pogroms Muslims Mosque ingenuity

Students should be able to… explain how

agriculture has evolved in Western Europe.

show why the French Revolution truly transformed all levels of society.

share how Jewish peoples became a significant part of Western European history.

analyze all sides of the debate on whether Europe should continue to become (one day) the nation of Europe.

Global Connections: Compare and contrast

the dike system (levees) in the Netherlands to New Orleans.

Look at the introduction of the common European “Smart Car” to the US

Compare exchange rates between the

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UNIT OF STUDY/THEME: Region: Mediterranean Europe/ In Focus: CGs 5 & 12


Question How has the Mediterranean Sea affected the people of the region?





Location: Why have

countries along the Mediterranean Sea possessed a historic economic advantage?

Human/Geographic Relationships: How has the geography

of the Mediterranean Sea affected its people?

What major resources located in Mediterranean Europe are most valuable?

Regions: What common

characteristics does Mediterranean cuisine possess regardless of the country?

Textbook correlates to: CGs 2-7, 11, & 12In Focus: CGs 4, 6, & 12 4.01 Describe the patterns of & motives for the migrations of people, & evaluate their impact on the political, economic, & social development of selected societies & regions.

4.02 Identify the main commodities of trade over time in selected areas of S. America & Europe, & evaluate their significance for the economic, political & social development of cultures & regions.

4.03 Examine key ethical ideas & values deriving from religious, artistic, political, economic, & educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies & regions in S.A. & Europe.

Concepts: language landforms climate building (engineer) exploration industry consequences environmental

challenges (& profits) deficit civilization systems of government unions religion/ faith leisure immigration

Terms/People/Places/Events: Mount Vesuvius &

Pompeii Greek New Testament Etruscans Spanish & Portuguese

in South America Rock of Gibraltar Italian Peninsula Iberian Peninsula

Vocabulary: Mediterranean

(climate) Latin Romance

languages Iberia strait navigable elevation quarry irrigation terrace farming Islam mass transit gross domestic

product trade deficit tourism fascism orthodox matador

Students should be able to: understand what

makes Iberia unique. explain why the

countries along the Mediterranean benefited from their location along the sea.

assess what impact the Moors (and Islamic cultures) have had on European history.

make connections between events and art

Global Connections: Investigate other

major volcanic explosions in world history.

Re-visit Spain & Portugal’s influence on the Americas.

Research Greek influence on NC and the United States.

29





History: Why was the discovery

of Pompeii such a huge news event that still captures the imagination of people today?

In what ways did Isabella & Ferdinand help establish modern “Western” culture?

What caused Picasso to capture a moment of history in his painting “Guernica”?

Society & Culture: What impact

have conflicts of the 20th C had on the arts?

How are today's modern societies a reflection of ancient Mediterranean cultures?

Religion: Why can the

6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, & life expectancy.

6.02 Examine the influence of education & technology on productivity & economic devel. in selected nations & regions of S.A. & Europe.

6.03 Describe the effects of over-specialization & assess their impact on the standard of living.

12.01 Examine the major belief systems in selected regions of S. A. & Europe, & analyze their impact on cultural values, practices, & institutions.

12.02 Describe the relationship between cultural values of selected societies of S.A. & Europe & their art, music, architecture, & literature, & assess their significance in modern culture.

12.03 Identify examples of cultural borrowing (language, traditions, & technology) & evaluate their importance in the development of societies in

sirocco Via Appia Cordoba Isabella & Ferdinand Portuguese vs. Spanish

exploration Guggenheim Museum

(Bilbao, Spain) Bocce Q’uran Moors Minoan civilization Benito Mussolini Francisco Franco Spanish Civil War Antonio Salazar Vatican City El Prado Art Museum El Greco Francisco Goya Diego Velasquez Pablo Picasso &

“Guernica” Greek Orthodox

Church Hagia Sophia

(Istanbul, Turkey) St. Peter’s Basilica

(Vatican City) Olympic Games Bullfighting

Look closer at the achievements of Arab-Islamic cultures in Mediterranean Europe.

30





Mediterranean region be considered a place where religions clash?

S.A. & Europe.

UNIT OF STUDY/THEME: Region: Russia/ In Focus: CG 6


QuestionHow have changes in government affected the lives of Russians?





Location: How does Russia

compare in size to the United States?

Place (Physical & Human Characteristics): What major

resources have Russian governments profited from?

Human/Environmental Interactions: In what ways

have political events shaped

Textbook correlates to: CGs 2 through 12In Focus: CGs 9 & 11 9.01 Trace the historical development of governments including traditional, colonial, and national in selected societies and assess the effects on the respective contemporary political systems.

9.02 Describe how different types of governments such as democracies, dictatorships, monarchies, and oligarchies in selected areas of South America and Europe carry out legislative, executive, and judicial functions, and evaluate the effectiveness of each.

9.03 Identify the ways in which governments in selected areas of South America and Europe

Concepts: land size & landforms climate-vegetation systems (of

government) territory (expansion) democracy (expansion) industrialization energy (nuclear) health globalization religion/ faith

Terms/People/Places/Events: Ural Mountains Bering Strait St. Petersburg Volga River Lake Baikal Siberia Rus (Vikings)

Vocabulary: Eurasia steppes landlocked permafrost sub-arctic Byzantine icons Czar westernization anarchists communism Soviet détente serfdom heavy industry consumer goods foreign

investments censorship Faberge eggs

Students should be able to… describe how Kiev was

influenced by the Byzantine Empire.

identify prominent Czars & their impact on Russia’s Empire.

assess the causes of the Russian Revolution. (then: describe life in Russia under Communism)

compare the rights of Russian individuals under the Czars, communism, and modern democracy to those of US residents

recognize propaganda and bias.

31





the population distribution in Russia?

History: What powerful

leaders shaped Russian history?

What factors caused the Russian Revolution?

How did life change for the common man after the Revolution?

Society & Culture: How were the

first civilizations of Russia influenced by the Byzantine Empire?

How did the collapse of the Soviet Union impact the Russian people?

Government:

deal with issues of justice and injustice, and assess the influence of cultural values on their practices and expectations.

9.04 Describe how different governments in South America and Europe select leaders and establish laws in comparison to the United States and analyze the strengths and weaknesses of each.

11.01 Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies.

11.02 Examine the basic needs and wants of all human beings and assess the influence of factors such as environment, values and beliefs in creating different cultural responses.

11.03 Compare characteristics of political, economic, religious, and social institutions of selected cultures, and evaluate their similarities and differences.

11.04 Identify examples of economic, political, and social

Kiev (Kievan Russia) Mongols Peter the Great the Winter Palace->

the Hermitage Ivan the Terrible Catherine the Great Alexander II & the

emancipation of serfs the Duma Karl Marx (Marxism) Vladimir Lenin Russian Revolution

(and Civil War) Czar Nicholas II USSR Joseph Stalin the Great Purge Nikita Khrushchev Mikhail Gorbachev the Kremlin glasnost & perestroika Boris Yeltsin Vladimir Putin Peasant’s Land Bank Trans-Siberia railway Bolsheviks Five-Year Plans Chernobyl Cathedral of St. Basil Leo Tolstoy Pyotr Tchaikovsky “Peter and the Wolf” Garry Kasparov Orthodox Church

defect Hanukkah

Global Connections: Examine Jewish

influence on Russian history and culture.

Map the oil pipelines from Russia and discuss how Asia & Europe are affected.

Compare Chernobyl to other nuclear accidents.

Examine the global influence of Soviet Communism. How do the US and Russia work together economically?

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How has Russian government changed over time?

Religion: How did the role

of religion change under Communism?

changes, such as agrarian to industrial economies, monarchical to democratic governments, and the roles of women and minorities, and analyze their impact on culture.

Yom Kippur Rosh Hashanah pogroms

UNIT OF STUDY/THEME: Region: Eastern Europe & Central Asia/ In Focus: CGs 10 & 11/ 1 & 7


Question Why is diversity often an obstacle to cooperation among Eastern Europeans?





History: Why did Balkan

people resent their minority status before World War I?

How did the NATO-Warsaw Pact rivalry shape Cold War Eastern Europe?

What role did diversity play during the Balkan

Textbook correlates to: CGs 1, 2, & 6- 12

In Focus: CGs 10-11/ 1 & 7 10.01 Trace relationships between individuals & their govt’s in S.A. & Europe, & evaluate the change over time.

10.02 Identify citizens' rights & responsibilities (constitutions, traditions, & religious law) & analyze how they are incorporated into different government structures.

Concepts: ethnicity diversity conflicts geographic barriers change (climate) boundaries (physical

& political) trade industry serfdom challenges

(environmental) landforms

Vocabulary: Gypsies Slavic languages balkanize collective farms resistance independence genocide borderlands nomads Ramadan clan

(re-visit: ghetto

Students should be able to… evaluate

environmental problems in Russia to determine which are most serious.

describe life in the Eastern European countries under communism.

compare individual rights for citizens in Easter Europe and Western Europe

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wars of the 1990s?

Human-Environmental Interactions: Why was the

accident at Chernobyl a tragic event for several cultures?

Society, Government, & Culture: How did Eastern

European attitudes towards government change after the fall of communism?

How is diversity reflected in Eastern European culture?

(can use: religion, food, sports, customs, language, etc.)

10.03 Describe rights & responsibilities of citizens in S.A. & Europe, comparing them to each other & to the US

10.04 Examine the rights, roles, and status of individuals in S.A. & Europe, & assess importance to general welfare.

11.01 Identify concepts associated with culture (language, religion, family, & ethnicity) & analyze how they link & separate societies.

11.02 Examine the basic needs & wants of all human beings & assess the influence (environment, values & beliefs) in creating cultural responses.

11.03 Compare characteristics of political-economic-religious-social institutions of selected cultures, & evaluate their similarities & differences.

11.04 Identify examples of economic, political, & social changes (various economies, various govt’s, & the roles of women & minorities) & analyze their cultural impact.

1.01 Create geographic tools to show info( S.A. & Europe)

1.02 Generate, interpret, &

faith/ religion vegetation modernization tradition transition identity

Terms/People/Places/Events: ethnic diversity Magyars Slavs Balkans Ottoman Empire the Danube Orient Express Chernobyl “Iron Curtain” Prague Spring Lech Walesa &

Solidarity Velvet Revolution John Paul II

Central Asia (preview of 7 th grade) Central Asia Transcaucasia yurt the Silk Road Chechnya Mecca hajj

[Warsaw], alphabet [Cyrillic],

today. explain why

Yugoslavia lapsed into civil war once the communist government collapsed.

Global Connections: Study the origins of

the Roma (Gypsy) people?

Examine the influence of Muslim cultures on the region.

Trace Eastern European immigration to the US in the 20th century.

34





manipulate information to pose & answer questions on space & place, environment & society, & spatial connections.

1.03 Use geographic tools to compare data & identify patterns among them.

7.01 Identify historical events & evaluate their relationship to current issues.

7.02 Examine key historical effects on various institutions.

Appendix:

NC Department of Public Instruction’s cognitive level model: Bloom-Marzano

hybrid (adopted-1989)

35

An Item Shells Approach to formulating questions for each cognitive level

36

NCDPI Levels of Thinking & Reasoning (as adapted in 1989 from Bloom and Marzano)

NOTE: Knowledge, Organizing, & Applying are considered lower-order cognitive skills.Analyzing, Generating, Integrating, & Evaluating are considered higher-order cognitive skills

Knowledge Defining problems: clarifying needs, discrepancies, or puzzling situations Setting goals: establishing direction and purpose Observing: obtaining information through one or more senses Formulating questions: seeking new information through inquiry Encoding: storing information through long-term memory Recalling: retrieving information from long-term memoryUseful Verbs: list, name, label, recall, identify, match, choose

Organizing Arranging information so it can be used effectively Comparing: noting similarities and differences between or among entities Classifying: grouping and labeling entities on the basis of their attributes Ordering: sequencing entities according to a given criterion Representing: changing the form but not the substance of informationUseful verbs: categorize, group, classify, compare, contrast

Applying Demonstrating prior knowledge within a new situation. The task is to bring together the appropriate information, generalizations, or

principles that are required to solve a problem.Useful Verbs: apply, make, show, record, construct, demonstrate, illustrate

37

Analyzing Clarifying existing information by examining parts and relationships Identifying attributes and components: determining characteristics or parts of something Identifying relationships and patterns: recognizing ways in which elements are related Identifying main idea: identifying the central element; for examples, the hierarchy of key ideas in a message or line of reasoning Identifying errors: recognizing logical fallacies and other mistakes, and where possible correcting themUseful Verbs: outline, diagram, differentiate, analyze

Generating Producing new information, meaning, or ideas Inferring: going beyond available information to identify what reasonably may be true Predicting: anticipating next events or the outcome of a situation Elaborating: explaining by adding details, examples, or other relevant informationUseful Verbs: conclude, predict, explain, elaborate, infer

Integrating Connecting and combining information Summarizing: combining information efficiently into a cohesive statement Restructuring: changing existing knowledge structures to incorporate new informationUseful Verbs: combine, summarize, design, imagine, generalize

Evaluating Assessing the reasonableness and quality of ideas Establishing criteria: setting standards for making judgments Verifying: confirming the accuracy of claimsUseful Verbs: judge, evaluate, rate, verify, assess, define criteria

An Item Shells Approach to formulating questions for each cognitive level (some examples)KNOWLEDGE (Identifying):

38

Which _____________________________________ best defines __________________________________?(fact, concept, principle, or procedure)

Which _____________________________________ is characteristic of ____________________________?(fact, concept, principle, or procedure)

ORGANIZING (Classifying):Which _____________________________________ is an example of ______________________________?

(fact, concept, principle, or procedure)What completes this ________________________________________?

APPLYING (Problem Solving)What is the true nature of the problem?Which _____________________________________ is an example of ______________________________?What is a possible solution?

ANALYZING:What must _________________________________ consist of?Given _____________________________________, what is the primary cause _____________________?What is the relationship between ___________________________ and ___________________________?

GENERATING (Predicting):What would happen if ______________________________________?What is needed to solve this problem?If ____________________________happens, what should be done to ____________________________?On the basis of ____________________________, what should be done to ________________________?

INTEGRATING (Combining):_________________________ and _____________________ will likely make/result in _________________?How can ______________________________ best accomplish ___________________________?

EVALUATING (Judging):What is most effective for ____________________________________?Which _____________________________________ is better (worse) than ___________________________?

(fact, concept, principle, or procedure)What is most effective method for _____________________________?What is the most critical step in this procedure? Which step in unnecessary in this procedure?Which is the most effective (efficient) solution?Why is _________________________ the most effective (efficient) solution?

39

Adapted from Thomas M. Haladyna, Writing Test Items to Evaluate Higher Order Thinking, Boston: Allyn and Bacon, 1999.

winston-salem/ forsyth county schools · web view(q1, q2, q8) 1.02 generate, interpret, and...

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