world history curriculum support document history curriculu… · world history curriculum guide ©...

World History Curriculum Guide © 2007 New Hanover County Schools

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World History Curriculum Support

Document Pacing Guide

Essential Questions Activities

Resources

New Hanover County Schools © 2007


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Table of Contents Introduction 3 Important Features of the Document 3 Ideas about Teaching World History 3 Comparative Approach 3 Regional Approach 3 Chronological Approach 3 Modern-Day Problem Approach 4 Thoughts on Teaching the Entire Globe 4 Thoughts on Using Movies 5 Using Primary Sources in the Classroom 5 Using Secondary Sources 6 Using Literature in the Classroom 7 Suggested Pacing Guide 7 Standards for Honors World History 7 Notes on the Format of this Document 9 Standard Course of Study Skill Goals 10 Standard Course of Study for World History 12

Goal 1 - Historical Tools 15 Goal 2 - Emerging Civilizations 17 Goal 3 - Monarchies and Empires 20 Goal 4 - Revolution and Nationalism 23 Goal 5 - Global Wars 26 Goal 6 - Patterns of Social Order 29 Goal 7 - Technology and the Emerging Global Order 32 Goal 8 - Patterns of History 34

Appendices Graphic Organizers in Social Studies – Thinking Maps 37 Teaching Reading in Social Studies 44 Designing Effective Performance Assessments 56 Suggested World History Pacing – Chronological Approach 66


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Introduction The original form of this document was written by the teachers of New Hanover County in June 2002. The leadership team that coordinated the writing was composed of Tina Cotton, Stephanie Bartlett, Jeff Holcomb, Marc Whitehead, Dave Spencer, Marcus Skipper, Richelle Dombroski, David Holden, Larry Bray, Matt Stapleton, Mary Paul Beall, and Amanda Hobbs. The North Carolina Department of Public Instruction published their own curriculum support document in 2003 and an updated version including material for honors world history courses in 2004. This revised edition is an attempt to combine all the materials into one handy guide.

Important Features of the Document Major concepts, key terms, and suggested activities are identified for the goals and objectives. To connect all of the information together, essential questions have been suggested. Essential questions help to focus attention on important issues in world history and also help to connect the content. Simply memorizing the key terms and doing a few concepts without putting emphasis and attention on larger critical issues through essential questions will make the world history experience meaningless and probably boring. The essential questions, therefore, help to bring relevance and critical inquiry to the world history experience. Students should not leave a world history course thinking that they just plowed their way through thousands of years of human history meeting hundreds of historical characters and learning about thousands of events, none of which they will remember in a few weeks (or even a few minutes). Instead, they should think about how humankind has solved (and not solved) its problems over time. The issues that we face today are in many ways similar to issues that our ancestors faced in different times and different cultures.

Ideas about Teaching World History Covering thousands of years of history of the world is a daunting task. How does a teacher do it unless he or she mentions hundreds of people, places, and events at a dizzy pace, knowing that students won’t retain what they’ve learned after the course is over? There are several approaches to teaching world history.

The Comparative Approach – This way of teaching world history focuses on the issues that civilizations have faced over time. For example, the problem of creating a government to order relationships within a society and to determine rights, responsibilities, and the allocation of resources has been faced by every group since the dawn of time. A comparative approach would look at how government was instituted at the beginning of civilization and why the river valley civilizations approached ruling through theocratic and autocratic means. The development of representative governments would be traced from Greece until the modern day, highlighting all the various forms of dealing with governance, from the feudalism of Japan and medieval Europe to the socialism of the 19

th century. A drawback to the comparative approach is that it tends to

isolate features of a society from the other problems that society faced. While studying government, it is easy to forget how the arts, culture, literature, religion, and economics played a role in governing issues. The Regional Approach – This way divides the world into regions and the regional history is taught from its origins to the modern day. For example, Asia might be taught as a region from the origins of river valley civilizations in China up through the present. The teacher would then approach Africa, Europe, North America, the Middle East, and South America from the same perspective. A drawback to this method is that it can often limit seeing how different regions have interacted over time. Another problem is the difficulty of defining a region – is the Middle East part of Asia or part of Europe? What countries do we include in the Middle East? The Chronological Approach – This approach focuses clearly on describing the events of world history as they happened. Most textbooks combine this approach with a regional focus. The history of a region will be taught for a specific time period, followed by the history of another


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region for the same time period. The chronological approach has the advantage of presenting change over time – development as it occurs. However, its drawback is that it can be difficult to get a clear picture of what is happening across the entire globe at one period of time. The Modern-Day Problem Approach – This method looks at problems, issues, and concerns of the present and asks students to investigate what happened in the past to cause those problems. For example, the problem of ethnic cleansing in Bosnia has a long history dating back to Muslim invasions during the Middle Ages. The ethnic tensions were shaped by historical circumstances as European monarchs took the territory, as proto-nationalist movements in the 19

th century led

the peoples of the area to seek self-determination, and as the expansion of the iron curtain across Europe claimed the territory for the USSR. A drawback to this method is that students may not get a solid overview of the past since modern-day issues will determine which history gets investigated. This makes the past only relevant to present interests and may lead to interpreting that past through the experiences of the modern-day (this is a historical fallacy known as “presentism”).

A good world history course will probably have elements of all of these approaches. In any case, the teacher will have to make judicious choices about what content to include and what content to leave out. The following list contains some suggestions to aid in those choices:

1. Teach concepts that will appear in Civics and Economics as well as US History – Since Civics and Economics and US History are tested, World History teachers can provide important and critical background information to students. Teaching Civics and Economics, for example, will be much easier if a world history course has already dealt with important terms related to government such as democracy, republic, representation, oligarchy, socialism, and the like. To help with this suggestion, these concepts will be underlined when they appear in this document.

2. Resist covering large lists of vocabulary that contain specific people, places, and events – Focus your attention on larger conceptual terms and only the key people, places, and events needed to explain those conceptual terms. It would be more important, for example, for students to know and explain the thinking behind Wilson’s 14 Points rather than be able to recite all 14 of them.

3. Connect multiple examples of a phenomenon to a larger process – Instead of presenting many cases of process, teach the process and one or two examples. A good instance of this would be the process of nationalism in the 19

th century. It is not important to learn every detail

about German and Italian unification, but it is important to know what nationalism is, why it happened in the 1860s and 1870s, and what the consequences of the process were for the entire world. One concept – nationalism – can link together many different examples.

4. Ask yourself, “why is it important to understand _____?” Does the person, place, event, or idea have something to do with problems we face now? Do we need to know this person, place, event, or idea in order to understand how we got here?

Thoughts on Teaching the Entire Globe Many world history teachers often leave out civilizations and culture with which they are not comfortable. Oftentimes, this includes China, India, Japan, Africa, and South America. This is what is known as the western civilizations approach to world history. However, this approach is short-sighted and damaging to our students. As events of the 20

th century have shown, countries that were once thought to be second and third world

countries have proved grown to be important players on the world’s scene. India, often neglected by world history teachers, has become a powerful modern state with nuclear technology. China, with its long history, is an important player in the international scene. It seems ridiculous to only mention these countries in the 20

th century when so much of their past explains their present. China’s attitudes toward

western powers are historical – long ago, the Chinese adopted a position of insularity toward the world (after the voyages of Zheng He) and called themselves the “Middle Kingdom.” The treatment of the Chinese at the hands of European powers in the 19

th century (from the Opium War to the Boxer

Rebellion) helps to explain why this insular country distrusts the West.


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It takes careful planning to teach the entire globe. This sometimes means leaving out those favorite subjects and not spending an entire month on Greece or Rome. It means making a plan to include something from all parts of the globe. If no plan is made and no commitment exists, then chances are that we, when faced with decreasing class time as the end of the semester draws near, will leave out certain segments of the world that deserve attention.

Thoughts on Using Movies Movies and videos can bring the world to students and help them really see different cultures around the world. However, it is rarely justifiable to show and entire movie to a class. Effective use of movies and videos can be made if teachers follow these recommendations:

1. Use clips from movies to illustrate a point, provide background knowledge, to spark discussion – A short segment (12-15 minutes) is all that is needed to provide the information necessary to get students engaged in history. Follow the clip up with a discussion of what students saw, how it helps them understand the past, and its relevance to what they are reading and studying.

2. Connect clips to reading and writing – Movie clips are someone else’s version of what happened in the past. It is, therefore, important to engage students in discussing the biases in the clips. This can be done by comparing the clip to accounts (primary sources or secondary sources) and discussing the similarities and differences. Questions to ask students: What story is the filmmaker trying to tell? With whom do his sympathies lie? How does he or she use images and sounds to convey a message? Have students investigate these questions through group discussions and writing activities.

3. Break instructional videos into segments – If you plan to show an entire instructional video (not a commercial movie), break it into meaningful chunks where students are required to write or discuss what they’ve seen. This can be useful if you are giving a lecture because your lecture can be interspersed with clips to illustrate your major points. You can even use clips that provide information that disagrees with your lecture so that you can engage students in discussing various viewpoints on the past.

4. Preview the video or movie – Give students an idea of what to look for or what you expect them to gain from the video or movie. This can be in the form of written questions or one large question that has to be answered after the video is concluded. Be careful not to include so many questions that students cannot keep up with the video and be careful not to use too many low-level knowledge (fact-recall) questions that focus the students only on lower-level thinking skills. If you do not have expectations for the video or the movie, then you cannot really be sure that students will actively engage in studying it. Always require a product so that they can demonstrate their engagement.

5. Extend student learning through authentic products – Have students write critiques of movies or instructional videos and give them rubrics to evaluate it. Have students rewrite the script of a movie or video to improve it or have students create their own version of the same topic that improves on the original. If it is a commercial movie, have them compose a “Director’s Commentary” to explain what is going on in each scene as well as to offer comments about the historical accuracy of the information or the particular choices the director made in making the movie.

Using Primary Sources in the Classroom It is vitally important to engage students in using the tools of history. This includes a through examination of the uses of primary sources in investigating the past. Students who are thoroughly familiar with primary sources will do well in Civics and US History, especially when the EOCs assess their ability to read primary source documents. Using Primary Sources: A Quick-Reference Historians analyze historical sources in different ways. First, historians think about where, when and why a document was created. They consider whether a source was created close in location and time to an


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actual historical event. Historians also think about the purpose of a source. Was it a personal diary intended to be kept private? Was the document prepared for the public? Some primary sources may be judged more reliable than others, but every source is biased in some way. As a result, historians read sources skeptically and critically. They also cross-check sources against other evidence and sources. Historians follow a few basic rules to help them analyze primary sources. Read these rules below. Then read the questions for analyzing primary sources. Use these rules and questions as you analyze primary source documents yourself.

Time and Place Rule To judge the quality of a primary source, historians use the time and place rule. This rule says the closer in time and place a source and its creator were to an event in the past, the better the source will be. Based on the time and place rule, better primary sources (starting with the most reliable) might include:

• Direct traces of the event;

• Accounts of the event, created at the time it occurred, by firsthand observers and participants;

• Accounts of the event, created after the event occurred, by firsthand observers and participants;

• Accounts of the event, created after the event occurred, by people who did not participate or witness the event, but who used interviews or evidence from the time of the event.

Bias Rule The historians' second rule is the bias rule. It says that every source is biased in some way. Documents tell us only what the creator of the document thought happened, or perhaps only what the creator wants us to think happened. As a result, historians follow these bias rule guidelines when they review evidence from the past:

• Every piece of evidence and every source must be read or viewed skeptically and critically.

• No piece of evidence should be taken at face value. The creator's point of view must be considered.

• Each piece of evidence and source must be cross-checked and compared with related sources and pieces of evidence.

Questions to Ask: 1. Who created the source and why? Was it created through a spur-of-the-moment act, a routine

transaction, or a thoughtful, deliberate process? 2. Did the recorder have firsthand knowledge of the event? Or, did the recorder report what others saw

and heard? 3. Was the recorder a neutral party, or did the creator have opinions or interests that might have

influenced what was recorded? 4. Did the recorder produce the source for personal use, for one or more individuals, or for a large

audience? 5. Was the source meant to be public or private? 6. Did the recorder wish to inform or persuade others? (Check the words in the source. The words may

tell you whether the recorder was trying to be objective or persuasive.) Did the recorder have reasons to be honest or dishonest?

7. Was the information recorded during the event, immediately after the event, or after some lapse of time? How large a lapse of time?

Using Secondary Sources Students must also be exposed to different secondary sources. Oftentimes, they get the idea that there is only one account of what happened in the past and only one way to interpret the past. This sometimes comes from an over-reliance on a single textbook. One way to get past this problem is to keep copies of other textbooks in the classroom. Students can be divided into groups and each group can use a different textbook as a source for discovering information. The various points of view can then be compared and contrasted


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Another way to incorporate secondary sources is to use short articles from popular publications and even newspapers to engage students in reading a wide variety of source material. Often, online versions of these materials exist, making it possible to reformat them in such a way as to save space (copies are always limited) and to edit out material that you consider irrelevant to the focus of the class discussion.

Using Literature in the Classroom Students can benefit tremendously from pairing good fiction with their study of history. Fiction can engage the emotions and create a connection to past events which might otherwise seem dry or dull. Here are some suggestions for using fiction:

1. Visit your librarians and find out what historical fiction is available in your library. Compile this list and use it to assign book reports, book studies, or to create literature study groups in your classroom.

2. If you select works for the entire class to read, make sure to find works which will be close to the reading abilities of your students. A work which is written at the college level will likely frustrate your students and cause you much heartache. In order to find out the reading levels of different works, you can use lexiles. Lexiles are numbers assigned to texts that indicate difficulty levels. A good range for world history students is between 1000 and 1200 on the lexile scale. Of course, if you have students who are reading below grade level, you may have to go outside of this range.

3. Assign different groups in your class to read different works. Instead of using the whole-group method of studying a piece of literature, break the class into small groups and give each group its own work to study. As they study the work, they can offer their insights to the rest of the class. The whole class then benefits from everyone’s wide reading experience. When possible, try to pair the works together so that they deal with the same problem, theme, or topic.

Suggested Pacing Guide This pacing guide is only a suggestion. It is one way to teach World History and may have to be modified to meet individual circumstances. A suggested possible syllabus that is not divided by goals and objectives is suggested in the appendices.

Goal 45-55 Minute Period 90 Minute Period 1 12 6

2 26 13

3 26 13

4 26 13

5 26 13

6 20 10

7 20 10

8 13 6

Subtotal 169 84

Testing/Flex 11 6

Total 180 90

Standards for Honors World History If you are teaching an honors level of World History, you will have to write a curriculum guide that demonstrates that your course has the sufficient rigor and depth to merit the designation, “honors.” The following is the state definition for Honors World History and the expected standards for rigor in the course: World History at the ninth grade level is a survey course that gives students the opportunity to explore recurring themes of human experience common to civilizations around the globe from ancient to contemporary times. An historical approach will be at the center of the course. The application of the themes of geography and an analysis of the cultural traits of civilizations will help students understand how people shape their world and how their world shapes them. As students examine the historical roots


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of significant events, ideas, movements, and phenomena, they encounter the contributions and patterns of living in civilizations around the world. Students broaden their historical perspectives as they explore ways societies have dealt with continuity and change, exemplified by issues such as war and peace, internal stability and strife, and the development of institutions. To become informed citizens, students require knowledge of the civilizations that have shaped the development of the United States. World History provides the foundation that enables students to acquire this knowledge which will be used in the study of Civics and Economics and United States History. Honors World History provides the opportunity for advanced work, rigorous study, and systematic study of major ideas and concepts found in the study of global history. The course is challenging and requires students to take greater responsibility for their learning by participating in problem-seeking, problem-solving, scholarly and creative processes, critical analysis and application, and reflective thinking. Although the goals and objectives are the same as those found in the Standard Course of Study, the material is taught with greater complexity and reflects a differentiated curriculum. Strands: Geographic Relationships, Historic Perspectives, Economic and Development, Government and Active Citizenship and Political Culture, Global Connections and Processes, Technological Influences and Society, Individual Identity and Development, Change and Continuity, Social and Gender Structure, Periodization, Cultural and Intellectual Developments, Interpretation of Documents.

Syllabus Each teacher will produce their own syllabus which will be approved by the local administration. Each syllabus must contain the following information:

• Course description with a listing of the topics/goals/objectives to be covered in the course

• Expectations of performance for students

• Required materials

• Time tables and deadlines for the course

• Issues particular to the course

• Purpose of individual, formative, and summative assessments Curriculum Expectations

• The course curriculum is specifically designed as an honors course that is more rigorous, experiential, investigative and/or accelerated than a standard course.

Instruction

• The instructor requires students to read and/or interact to a wide spectrum of more challenging, thought provoking, relevant instructional materials including, but not limited to, multiple texts, primary sources and multimedia.

• The instructor utilizes appropriate pacing.

• The instructor requires evidence of higher level thinking from students.

• The instructor uses appropriate technology.

• The instructor encourages students to take greater responsibility and increase self-direction in their own learning.

• The instructor includes opportunities for a variety of activities, such as panels, debates, reaction/reflection groups, scholarly dialogue, group investigations, and seminars.

• The instructor requires students to engage in self-directed, advanced historical research.


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• The instructor provides multiple opportunities for real world and experiential learning opportunities.

• The instructor requires students to develop and defend a position on a historical issue. Assessment

• There are multiple types of assessment, including formal and informal evaluation.

• Assessment can be conducted by a variety of individuals, including self, peers, instructor, and outside experts.

The curriculum guide written by each teacher should demonstrate adherence to these standards by attaching evidence as examples. Teachers are expected to update honors curriculum guides periodically and these guides may also be reviewed by Department of Public Instruction staff.

Notes on the Format of the Document Both the skills curriculum for K-12 Social Studies and the World History curriculum are printed below as a quick reference. The skills curriculum is not meant to be taught separately from the rest of the social studies curricula; instead, it is to be taught throughout each course. The vocabulary lists below offer some suggestions for vocabulary, but are not meant to be taken as a required set of words which must be taught. The work of Robert Marzano on vocabulary has indicated that teachers should focus on only about 10 words per week and these words should be oriented towards concepts rather than specific names and events. Teachers will have to make judicious choices about their use of vocabulary. Key conceptual terminology is boldfaced. Words that are repeated in other social studies courses are underlined. The performance expectations detail standards that students should be able to meet as a result of studying the material. They are not activities or suggestions for classroom work per se, but are meant to indicate what a student should be able to know and do as a result of the world history course. The activities are suggestions for things that teachers can do in the classroom in order to cover the material. They are not required and teachers are free to revise and reconfigure them in ways that make sense for their students. The resource list is not exhaustive but is meant to show some readily available materials that would enhance the teaching of world history. References to graphic organizers throughout the text refer to Thinking Maps, the county-wide adopted graphic organizer language. See the appendices for more information on Thinking Maps. The appendices contain additional information about teaching world history, including information on classroom management and instructional design, teaching reading through world history, designing authentic products for assessment, and creating rubrics.


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SOCIAL STUDIES SKILL COMPETENCY GOALS: K-12

In all social studies courses, knowledge and skills depend upon and enrich each other while emphasizing potential connections and applications. In addition to the skills specific to social studies, there are skills that generally enhance students' abilities to learn, to make decisions, and to develop as competent, self-directed citizens that can be all the more meaningful when used and developed within the context of the social studies. It is important that students be exposed to a continuum of skill development from kindergarten through grade twelve. As they encounter and reencounter these core skills in a variety of environments and contexts that are intellectually and developmentally appropriate, their competency in using them increases.

SKILL COMPETENCY GOAL 1: The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary.

Objectives

1.01 Read for literal meaning. 1.02 Summarize to select main ideas. 1.03 Draw inferences. 1.04 Detect cause and effect. 1.05 Recognize bias and propaganda. 1.06 Recognize and use social studies terms in written and oral reports. 1.07 Distinguish fact and fiction. 1.08 Use context clues and appropriate sources such as glossaries, texts, and dictionaries to

gain meaning.

SKILL COMPETENCY GOAL 2: The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired.

Objectives

2.01 Use appropriate sources of information. 2.02 Explore print and non-print materials. 2.03 Utilize different types of technology. 2.04 Utilize community-related resources such as field trips, guest speakers, and interviews. 2.05 Transfer information from one medium to another such as written to visual and statistical

to written. 2.06 Create written, oral, musical, visual, and theatrical presentations of social studies

information. SKILL COMPETENCY GOAL 3: The learner will acquire strategies to analyze, interpret, create, and use resources and materials. Objectives

3.01 Use map and globe reading skills. 3.02 Interpret graphs and charts. 3.03 Detect bias. 3.04 Interpret social and political messages of cartoons. 3.05 Interpret history through artifacts, arts, and media.


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SKILL COMPETENCY GOAL 4: The learner will acquire strategies needed for applying decision-making and problem-solving techniques both orally and in writing to historic, contemporary, and controversial world issues.

Objectives 4.01 Use hypothetical reasoning processes. 4.02 Examine, understand, and evaluate conflicting viewpoints. 4.03 Recognize and analyze values upon which judgments are made. 4.04 Apply conflict resolutions. 4.05 Predict possible outcomes. 4.06 Draw conclusions. 4.07 Offer solutions.

4.08 Develop hypotheses. SKILL COMPETENCY GOAL 5: The learner will acquire strategies needed for effective incorporation of computer technology in the learning process.

Objectives 5.01 Use word processing to create, format, and produce classroom assignments/projects. 5.02 Create and modify a database for class assignments. 5.03 Create, modify, and use spreadsheets to examine real-world problems. 5.04 Create nonlinear projects related to the social studies content area via multimedia

presentations.


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NINTH GRADE WORLD HISTORY

World History at the ninth grade level is a survey course that gives students the opportunity to explore recurring themes of human experience common to civilizations around the globe from ancient to contemporary times.

1 An historical approach will be at the center of the course. The application of the

themes of geography and an analysis of the cultural traits of civilizations will help students understand how people shape their world and how their world shapes them. As students examine the historical roots of significant events, ideas, movements, and phenomena, they encounter the contributions and patterns of living in civilizations around the world. Students broaden their historical perspectives as they explore ways societies have dealt with continuity and change, exemplified by issues such as war and peace, internal stability and strife, and the development of institutions. To become informed citizens, students require knowledge of the civilizations that have shaped the development of the United States. World History provides the foundation that enables students to acquire this knowledge which will be used in the study of Civics and Economics and United States History.

Strands: Geographic Relationships, Historic Perspectives, Economics and Development, Government and Active Citizenship, Global Connections, Technological Influences and Society, Individual Identity and Development, Cultures and Diversity COMPETENCY GOAL 1: Historical Tools and Practices - The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians, and trace the themes of history.

Objectives 1.01 Define history and the concepts of cause and effect, time, continuity, and perspective. 1.02 Analyze and interpret primary and secondary sources to compare views, trace themes,

and detect bias. 1.03 Relate archaeology, geography, anthropology, political science, sociology, and

economics to the study of history. 1.04 Define the themes of society, technology, economics, politics, and culture and relate

them to the study of history. 1.05 Trace major themes in the development of the world from its origins to the rise of early

civilizations. 1.06 Examine the indicators of civilization, including writing, labor specialization, cities,

technology, trade, and political and cultural institutions. COMPETENCY GOAL 2: Emerging Civilizations - The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas.

Objectives 2.01 Trace the development and assess the achievements of early river civilizations, including

but not limited to those around the Huang-He, Nile, Indus, and Tigris-Euphrates rivers. 2.02 Identify the roots of Greek civilization and recognize its achievements from the Minoan

era through the Hellenistic period. 2.03 Describe the developments and achievements of Roman civilization and analyze the

significance of the fall of Rome. 2.04 Examine the importance of India as a hub of world trade and as a cultural and religious

center during its Golden Age. 2.05 Assess the distinctive achievements of Chinese and Japanese civilizations. 2.06 Describe the rise and achievements of the Byzantine and Islamic civilizations.

1 This World History course can be taught (1) in order of the goals, (2) chronologically, or (3) thematically.


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2.07 Describe the rise and achievements of African civilizations, including but not limited to Axum, Ghana, Kush, Mali, Nubia, and Songhai.

2.08 Evaluate the achievements of the major civilizations of the Americas during the pre-Columbian epoch including, but not limited to, the Aztecs, Incas, and Mayas.

COMPETENCY GOAL 3: Monarchies and Empires - The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government.

Objectives 3.01 Trace the political and social development of monarchies and empires including, but not

limited to, the Ming and Manchu dynasties, the Mongol Empire, the Ottoman Empire, the Moghul Empire, and the British Empire.

3.02 Describe events in Western Europe from the fall of Rome to the emergence of nation-states and analyze the impact of these events on economic, political, and social life in medieval Europe.

3.03 Trace social, political, economic, and cultural changes associated with the Renaissance, Reformation, the rise of nation-states, and absolutism.

3.04 Examine European exploration and analyze the forces that caused and allowed the acquisition of colonial possessions and trading privileges in Africa, Asia, and the Americas.

3.05 Cite the effects of European expansion on Africans, pre-Columbian Americans, Asians, and Europeans.

3.06 Compare the influence of religion, social structure, and colonial export economies on North and South American societies.

3.07 Evaluate the effects of colonialism on Africa, the Americas, Asia, and Europe. COMPETENCY GOAL 4: Revolution and Nationalism - The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism.

Objectives 4.01 Analyze the causes and assess the influence of seventeenth to nineteenth century

political revolutions in England, North America, and France on individuals, governing bodies, church-state relations, and diplomacy.

4.02 Describe the changes in economies and political control in nineteenth century Africa, Asia, Europe, and the Americas.

4.03 Evaluate the growth of nationalism as a contributor to nineteenth century European revolutions in areas such as the Balkans, France, Germany, and Italy.

4.04 Examine the causes and effects of the Russian Revolution and its effect on Russia and the world.

4.05 Evaluate the causes and effectiveness of nineteenth and twentieth century nationalistic movements that challenged European domination in Africa, Asia, and Latin America.

COMPETENCY GOAL 5: Global Wars - The learner will analyze the causes and results of twentieth century conflicts among nations.

Objectives 5.01 Analyze the causes and course of World War I and assess its consequences. 5.02 Assess the significance of the war experience on global foreign and domestic policies of

the 1920s and 1930s. 5.03 Analyze the causes and course of World War II and evaluate it as the end of one era and

the beginning of another. 5.04 Trace the course of the Cold War and assess its impact on the global community

including but not limited to the Korean War, the satellite nations of Eastern Europe, and the Vietnam War.


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5.05 Examine governmental policies, such as the Kellogg-Briand Pact, which were established and the role of organizations including the League of Nations, and the United Nations to maintain peace, and evaluate their continuing effectiveness.

COMPETENCY GOAL 6: Patterns of Social Order - The learner will investigate social and economic organization in various societies throughout time in order to understand the shifts in power and status that have occurred.

Objectives 6.01 Compare the conditions, racial composition, and status of social classes, castes, and

slaves in world societies and analyze changes in those elements. 6.02 Analyze causes and results of ideas regarding superiority and inferiority in society and

how those ideas have changed over time. 6.03 Trace the changing definitions of citizenship and the expansion of suffrage. 6.04 Relate the dynamics of state economies to the well being of their members and to

changes in the role of government. 6.05 Analyze issues such as ecological/environmental concerns, political instability, and

nationalism as challenges to which societies must respond. 6.06 Trace the development of internal conflicts due to differences in religion, race, culture,

and group loyalties in various areas of the world. COMPETENCY GOAL 7: Technology and Changing Global Connections - The learner will consider the short- and long-term consequences of the development of new technology.

Objectives 7.01 Assess the degree to which discoveries, innovations, and technologies have accelerated

change. 7.02 Examine the causes and effects of scientific revolutions and cite their major costs and

benefits. 7.03 Examine the causes and effects of industrialization and cite its major costs and benefits. 7.04 Describe significant characteristics of global connections created by technological

change, and assess the degree to which cultures participate in that change. COMPETENCY GOAL 8: Patterns of History - The learner will assess the influence of ideals, values, beliefs, and traditions on current global events and issues.

Objectives 8.01 Trace developments in literary, artistic, and religious traditions over time as legacies of

past societies or as cultural innovations. 8.02 Compare major Eastern and Western beliefs and practices, including but not limited to

Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, and locate their regions of predominance.

8.03 Classify within the broad patterns of history those events that may be viewed as turning points.

8.04 Characterize over time and place the interactions of world cultures. 8.05 Analyze how the changing and competing components of cultures have led to current

global issues and conflicts, and hypothesize solutions to persistent problems. 8.06 Analyze the meanings of “civilization” in different times and places and demonstrate how

such meanings reflect the societies of which they are a part.


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Goal 1: Historical Tools The learner will recognize, use, and evaluate the methods and tools valued by historians, compare the views of historians, and trace the themes of history. Essential Questions: Why do we study the past? Can the past truly be known? What skills best help historians uncover the past? Do things stay the same the more that they change? What does it mean to be civilized? Objectives 1.01 Define history and the concepts of cause and effect, time, continuity, and perspective. 1.02 Analyze and interpret primary and secondary sources to compare views, trace themes, and detect bias. 1.03 Relate archaeology, geography, anthropology, political science, sociology, and economics to the study of history. 1.04 Define the themes of society, technology, economics, politics, and culture and relate them to the study of history. 1.05 Trace major themes in the development of the world from its origins to the rise of early civilizations. 1.06 Recognize and examine the indicators of civilization, including writing, labor specialization, cities, technology, trade, and political and cultural institutions.

Major Concepts and Terms 1.01 cause and effect continuity documents epigraphs history multiple causation periodization perspective time 1.02 bias literature myths oral history primary source secondary source 1.03 anthropology archaeology artifacts geography (inc. 5 themes) political science sociology 1.04 5 themes of history culture economics politics society technology 1.05 agriculture civilization Cro-Magnon domestication Homo sapiens hunting and gathering Ice Age migration Neanderthal Stone Age 1.06 command economy cultural diffusion family government interdependence market economy surplus

Performance Expectations a. identify and assess causes and effects for events b. explain the differences between oral and written history c. construct and interpret timelines d. examine the differing perspectives of firsthand accounts and historical revisions e. distinguish themes and biases in historical records f. use primary sources, secondary sources, and economic data to develop generalizations g. evaluate the themes of geography as factors in history h. examine how societies address the issues of scarcity and choice i. demonstrate an understanding of how and why humans established settled communities and experimented with agriculture j. explain how and why humans established settled communities and experimented with agriculture Activities k. examine the issues involved in using “civilization” as an organizing principle in history; write an editorial supporting or opposing the use of the term l. write an acrostic poem using the word HISTORY – describing why history is important and why its study is important m. have students identify 10 personal events and place them on a timeline; add events from world and national history to help develop perspective on time and chronology n. use a specific event to model the concepts of time, cause and effect, perspective, and continuity; pick a current event to make the connection strong for students o. use the game “Telephone” to illustrate how information can be changed over time; after students have played, debrief with a discussion about the way stories change as

Resources WEBSITES “Why Study History Through Primary Sources?” “How to Read a Primary Source” * see below for full addresses BOOKS/ARTICLES “The Iceman’s Secrets” (Time, October 26, 1992) “Where Did We Come From” (National Geographic, October 1988) LITERARY WORKS Dom and Va The Mammoth Hunters Clan of the Cave Bear The Memory String Cave Beyond Time MULTIMEDIA The World: A Television History (“Human Origins,” “Agricultural Revolution,” “The Birth of Civilization”) (Network Television Production) The Making of Mankind (BBC) Toward Civilization (Discovery Channel) The Cavemen (History Channel) Ice Mummies (NOVA)


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traditional economy they are repeated and the difference between primary and secondary sources p. create a Tree Map to illustrate the relationship between history and archaeology, geography, anthropology, political science, sociology, and economics q. divide the class into 5 groups; have each group define a term – society, technology, economics, politics, and culture and present their definitions to the class. h. have students imagine that they are stranded on an island and have to create a society from scratch – have them brainstorm how they would develop rules, divide tasks, and use resources i. have students record what they throw away for a week and then analyze what archaeologists would be able to tell about modern life from our garbage j. have students debate the merits of the hunter-gatherer lifestyle versus the sedentary agricultural lifestyle k. provide students examples of Neolithic art and ask them to make inferences about the beliefs of early mankind from the examples l. have students debate the origins of gender roles (males versus females in hunter-gatherer and agricultural societies) m. have students research the evidence for the origins of mankind in Africa and the diffusion of hominids from Africa to the rest of the world

Mysteries of Mankind (National Geographic) The Origins of Civilization (Schlessinger)

Full Web Addresses “Why Study History through Primary Sources?”: http://www.fordham.edu/halsall/source/robinson-sources.html “How to Read a Primary Source”: http://www.bowdoin.edu/~prael/writing_guides/primary.htm Origins of Humankind: http://www.pbs.org/wgbh/evolution/humans/humankind/ The Cradle of Humankind: http://www.cradleofhumankind.co.za/theme/cradle.html Bridging World History: http://www.learner.org/channel/courses/worldhistory/units.html World History for Us All: http://worldhistoryforusall.sdsu.edu/dev/default.htm


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GOAL 2: Emerging Civilizations The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas. Essential Questions: Why did early civilizations develop? What causes the decline of a civilization? What aspects of civilizations are common across time and location? What happens when civilizations interact? Objectives 2.01 Trace the development and assess the achievements of early river civilizations, including but not limited to those around the Huang-He, Nile, Indus, and Tigris-Euphrates rivers. 2.02 Identify the roots of Greek civilization and recognize its achievements from the Minoan era through the Hellenistic period. 2.03 Describe the developments and

Major Concepts and Terms 2.01 Ashurbanipal Assyria Babylonia bureaucracy city-state class systems covenant cuneiform dynastic rule Fertile Crescent Hammurabi hieroglyphs Judaism Mandate of Heaven matriarchy Mesopotamia patriarchy Persians pharaoh Phoenicians satrap Semitic peoples Sumer ziggurat Zoroastrianism 2.02 Alexander the Great Archimedes aristocracy Aristotle Athens classicism (art) democracy Draco Euclid Hellenism Homer Macedonia monarchy monotheism oligarchy Peloponnesian War Pericles Persian War phalanx philosopher Plato polis polytheism Socrates Sparta tyranny 2.03 apostle

Performance Expectations a. locate the civilizations and identify the influence of geography on the culture and its development b. trace the establishment of government and systems of law c. describe social organization, education, and the role of women d. list accomplishments in the arts, literature, religion, and philosophy e. describe technological, mathematical, and scientific innovations f. outline significant patterns of events in the history of the civilizations g. map and chart migrations, cultural diffusion, wars, and conflicts h. identify important leaders and achievers i. identify production, consumption, and distribution of goods, services, and wealth in civilizations j. list causes and results of the rise and decline of civilizations Activities k. Have students generate a list of the 5 greatest contributions from Egypt and the Fertile Crescent and then rank them in order of importance. l. Break students into groups and have them use a Tree Map to summarize the written language, politics, economics, religion, technology, and arts/culture of Egypt, the Fertile Crescent, India or China; each group will then use powerpoint to create and deliver a presentation on their civilization; assess groupwork and presentation using rubrics m. Students will design a brochure on the “Golden Age of Greece” – using the internet to find pictures to illustrate the golden age in terms of architecture, art and sculpture, philosophy, literature, religion, and government n. Students can design resumes for key historical figures such as Aristotle, Homer,

Resources WEBSITES Rosetta Stone’s site everyday life in Ancient Greece Alexander defeats the Persians Tacitus on the burning of Rome Pliny on the destruction of Pompeii BOOKS/ARTICLES See articles in Calliope magazine, National Geographic, or the Nextext Readers Series (McDougall Littell) on Greece, Rome, and the Ancient Americas LITERARY WORKS Nectar in a Sieve The Iliad The Odyssey The Aeneid The Bahagavad Gita The Analects Thousand and One Nights Fire from Heaven The Last of the Wine Song for a Dark Queen MULTIMEDIA Secrets of Lost Empires – Inca, Colosseum (NOVA) Mysteries of Egypt


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achievements of Roman civilization and analyze the significance of the fall of Rome. 2.04 Examine the importance of India as a hub of world trade and as a cultural and religious center during its Golden Age. 2.05 Assess the distinctive achievements of Chinese and Japanese civilizations. 2.06 Describe the rise and achievements of the Byzantine and Islamic civilizations.

aqueduct Augustus Caesar Christianity Coliseum consul dictator disciple Etruscans Goths Huns inflation Jesus Julius Caesar martyr mercenary messiah patrician Paul Pax Romana plebeian republic senate Stoicism tribune triumvirate veto 2.04 Buddhism caste Gupta Empire Hinduism Indo-Europeans Mauryan Empire monsoon Mughals reincarnation Siddhartha Gautama Silk Road untouchables Vedic poetry 2.05 clan Confucianism Daoism Genghis and Kublai Khan Han dynasty kamikaze Lao-tzu (Laozi) Marco Polo Mongols Qin dynasty samurai Shang dynasty Shintoism shogun steppe zen Zhou dynasty 2.06 Allah Bedouins Byzantium czar Greek Orthodox Church iconoclastic Islam jihad

Pericles, or Alexander the Great o. Students can design personals ads for a famous Greek person (keep them g-rated). p. Have students write a short speech in which they argue for the most important cause of the fall of Rome and justify their reasoning. q. Have students complete a Tree Map summarizing the contributions of the Romans in art, architecture, science, engineering, literature, and law. r. Students can create a Tree Map on the rise of Christianity with categories such as early leaders, major beliefs or doctrines, organization, persecution, and steps toward toleration s. Students can create a chart of Roman emperors starting with Augustus, noting their effect on the Roman empire (both good and bad). Then have students rank the emperors in order from best to worst. t. Have students create a Double Bubble or Venn Diagram comparing and contrasting Hinduism and Buddhism. u. Have students debate whether the caste system is an acceptable or unacceptable form of governing social relations. p. Have students compare and contrast aspects of the caste system with social designations used in America (such as jocks, rednecks, punks, upper class, middle class, lower class, etc.); lead them to investigate why societies have such social systems for classifying their members q. Break students into groups to develop a powerpoint presentation on the contributions of Indian society in terms of art, literature, mathematics, science, and religion r. Have students construct an annotated timeline of important events in Chinese history and the dynasties in which they happened. s. Have students construct a comparison between Japan and China in terms of politics, economics, religion, technology, arts, and culture; the comparison could be in the form of a graphic organizer or as a written essay t. Have students describe the significance of each of the 5 Pillars of Islam using visuals accompanied by text. u. Make a mobile on Islamic contributions. On one side, have an illustration and heading, and on the other side, a brief description and/or significance of contribution.

(National Geographic) Mummies and Wonders of Ancient Egypt (A&E) Troy (National Geographic) Rome Power and Glory (Questar) Spartacus Ben-Hur Mexico’s Great Pyramids (History Channel) Lost Kingdoms of the Maya (National Geographic) The Great Wall (History Channel) The Roots of African Civilization (Knowledge Unlimited) Byzantium (Discovery Channel) The Mongol Empire (Maryland Public Television) Explorers of the World: Marco Polo (Library Video) Destiny Determined: Power and Ritual in Asia (Discovery Channel)


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2.07 Describe the rise and achievements of African civilizations, including but not limited to Axum, Ghana, Kush, Mali, Nubia, and Songhai and analyze the reasons for their decline. 2.08 Evaluate the achievements of the major civilizations of the Americas during the pre-Columbian epoch, including but not limited to the Aztecs, Incas, and Mayas.

Justinian minaret mosaic mosque Qu’ran Rus schism Shi’ites Sufites Sunnites The 5 Pillars 2.07 animism griot matrilineal Nubia patrilineal savanna stateless society subsistence farming Swahili culture trade systems 2.08 calendar (Mayan/Aztec) chinampas Columbian Exchange (3.05) conquistadors (3.05) epidemic (3.05) longhouse maize Mesoamerica pueblo quipus tepee time tribute

v. Develop a brochure for Constantinople and include the following: society, religion, art and architecture, and government. w. On a map of Africa, locate its early empires and trading states.

a) Axum and Kush b) Ghana c) Mali d) Songhai e) Namibia

x. Construct a Tree map to show contributions of Africa to:

a) art and sculpture b) music c) literature

y. Draw a map of Africa including the 5 climate zones and major geographical features. z. Draw a picture, submit a journal entry, and/or make up a poem to describe the Middle Passage. aa. On a comparison matrix, summarize religious beliefs, arts, and government of the Maya, Aztec, and Inca civilizations. bb. On a 5x8 plain index card, design a postcard. On one side, have an illustration. On the other side, write a message a conquistador may have sent back to a friend or family in Spain. cc. Use a paper plate to draw a caricature of a ruler from the Americas. On the other side of the paper plate, list three clues to share with the class in guessing his identity.

Full Website Addresses: Rosetta Stone’s site: http://www.clemusart.com/archive/pharaoh/rosetta.htm Everyday Life in the Golden Age of Greece: http://www.ibiscom.com/ancientgreece.htm Alexander defeats the Persians: http://www.ibiscom.com/alexander.htm Tacitus on the burning of Rome: http://www.ibiscom.com/rome.htm Pliny on the destruction of Pompeii: http://www.ibiscom.com/pompeii.htm Lectures on Ancient and Medieval History: http://www.historyguide.org/ancient/ancient.html World History Connected: http://worldhistoryconnected.press.uiuc.edu/index.html World History Teaching Sources: http://chnm.gmu.edu/worldhistorysources/whmteaching.html World History Links: http://webtech.kennesaw.edu/jcheek4/world_history.htm History World: http://www.historyworld.net/default.asp World History Course Material Online: http://killeenroos.com/index.html History Teacher Net: http://www.historyteacher.net/index.htm


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GOAL 3: Monarchies and Empires The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government. Essential Questions: What is a nation-state? How do nations grow and expand? What led to the rise of monarchical and imperial systems of government? Can individuals change the course of history? What causes massive social change? What happens when nations colonize other areas? What drives colonization? What happens culturally and socially when different groups meet for the first time? Objectives 3.01 Trace the political and social development of monarchies and empires, including but not limited to the Ming and Manchu dynasties, the Mongol Empire, the Ottoman Empire, and the Moghul Empire. 3.02 Describe events in Western Europe from the fall of Rome to the emergence of nation-states and analyze the impact of these events on economic, political, and social life in medieval Europe. 3.03 Trace social, political, economic, and cultural changes associated with the Renaissance, Reformation, the rise of nation-states, and

Major Concepts and Terms 3.01 Akbar Delhi Sultanate dynasty empire Genghis Khan Golden Horde Janissaries Kublai Khan monarchy Samurai Shinto Shogunate Suleyman the Lawgiver Taj Muhal The Forbidden City Zen Buddhism 3.02 Bayeux Tapestry Black Death Charlemagne chivalry Crusades feudal relationships Feudalism guilds Hundred Years’ War Joan of Arc Magna Carta Manorialism money economy nation states Norman conquest Parliament rise of the middle class Romanesque and Gothic architecture sacraments scholasticism serfs troubadours Vikings 3.03 absolutism Anabaptists Babylonian Captivity Black Death capital Church of England

Performance Expectations a. explain how the feudal and manorial systems provided a foundation for political and social relationships in Europe b. analyze the extent to which religion affected society in medieval Europe (e.g., the Crusades, Moors, the arts) c. identify the roots and impacts of developing philosophies in medieval and Renaissance Europe d. analyze major changes in the agrarian and commercial economies of Europe in the context of drastic population decline e. identify important leaders and achievers f. cite the importance of scientific and technological developments g. map European expansion h. assess the impact of the Columbian Exchange i. describe the benefits of mercantilism in theory and in practice and explain its decline Activities k. Students will hold a historical costume party for the Ming, Mongols, Ottomans, Moghuls, and the Japanese. Pick historical characters such as Genghis Khan, Emperor Hongwu, Shogun Minamoto Yoritomo, Suleyman the Lawgiver, and Kublai Khan. Students will research the characters they choose and explain to the class what the costumes represent about the person. l. Students will construct a timeline of the major Chinese dynasties and list the accomplishments and developments of each dynasty. m. Students will construct a chart that compares the social, religious, and political developments of empires in Goal 3. Then

Resources WEBSITES Reclaiming Genghis Khan Kublai Khan in Battle Norman Conquest portrayed by the Bayeux Tapestry Magna Carta Middle Ages exhibit Black Plague Crusaders capture Jerusalem Ninety-five Theses African Voices Aboard a Slave Ship Bartolomé de Las Casas BOOKS/ARTICLES See articles in Calliope magazine, National Geographic, or the Nextext Readers Series (McDougall Littell) A World Lit Only by Fire 1491 Guns, Germs, and Steel Salt: A World History LITERARY WORKS Grendel Beowulf The Fire-Brother The Marsh King


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absolutism. 3.04 Examine European exploration and analyze the forces that caused and allowed the acquisition of colonial possessions and trading privileges in Africa, Asia, and the Americas. 3.05 Cite the effects of European expansion on Africans, pre-Columbian Americans, Asians, and Europeans. 3.06 Compare the influence of religion, social structure, and colonial export economies on North and South American societies. 3.07 Evaluate the effects of colonialism on Africa, the Americas, Asia, and Europe

Council of Trent Counter Reformation Divine right of Kings English Renaissance Erasmus French Renaissance Galileo Great Schism Henry VIII Holy Roman Empire humanism Hundred Years’ War Inquisition Italian Renaissance Jan Hus Johann Gutenburg John Calvin John Knox John Wycliffe joint-stock company Martin Luther Medicis Northern Renaissance printing press Reformation Renaissance sects sovereignty 3.04 colonialism conquistadors Dutch India Companies exploration Indentured servitude Line of Demarcation Northwest Passage Prince Henry of Portugal Treaty of Tordesillas 3.05 imperialism Middle Passage Silk Road triangular trade 3.06 Anglican Bartolomé de Las Casas cash crops encomienda gentry Jesuits Navigation Acts Pilgrim Puritan Quaker Spanish colonial social system Spanish hierarchy Spanish missions 3.07 Berlin Conference, 1884 Boer War Boxer Rebellion Columbian exchange Commercial Revolution dependent colonies

students will select categories of comparison and prepare a powerpoint presentation to be delivered to the class to highlight their findings. n. Using an article on a modern nation influenced by the empire building of this time period, students will create a graphic organizer or write an essay showing that they comprehend the article and the effect of empire building on modern history. o. Students will create a map labeling locations of the major nation-states in Europe: England, France, Germany, the Middle East (Jerusalem, Acre), Kievan Russian, Byzantine Empire, Islamic Empire. p. Using selected passages from Grendel to illustrate the warrior ethic, the teacher and students will engage in a class discussion of the life of a warrior and the social values of this time period. q. Students will construct a diagram illustrating the various people within feudal society and their roles. r. Students will read and complete a feudal contract. Compare the feudal contract to a modern contract using a graphic organizer. s. Students will complete a cause and effect graphic organizer to show why the power of the Catholic church waned from 1000 to 1500. t. Students will complete a timeline or a chart showing the development of government in England and France during the Middle Ages. u. Show film clips of Monty Python and the Holy Grail and ask students to identify features of medieval life that are parodied in the film. v. Students will prepare a speech Columbus might have given when requesting funds from Ferdinand and Isabella. w. Students will nominate a person of the year from this list: Shakespeare, Columbus, Magellan, or Copernicus. Students will justify their nomination with a written report. x. Students will assume the role of Martin Luther writing to the Pope to explain his actions at Wittenburg. y. Students will construct a chart comparing Catherine the Great, Peter the Great, Louis the XIV, Ivan the Terrible, Henry VIII, Elizabeth I, and Charles I. z. Students will read excerpts from Machiavelli’s The Prince to answer the

Sons of the Steppe The Second Mrs. Giaconda The Legend of Tarik The Sign of the Crysanthemum Annie John Cromwell’s Boy The Sun, He Dies The Amethyst Ring The Agony and the Ecstasy A Flight of Swans Harrow and Harvest Things Fall Apart Brunelleschi’s Dome MULTIMEDIA Monty Python and the Holy Grail Joan of Arc Civilisation: Man—The Measure of All Things (BBC) Civilisation: The Hero as Artist (BBC) Civilisation: Protest and Communication (BBC) The Renaissance (Goldhil) The Reformation (Goldhil) Crusades (BBC) Marco Polo (A&E) Genghis Khan (A&E) Christopher Columbus (A&E) Ponce de Leon (A&E) Henry VIII (A&E) Ivan the Terrible (A&E) Elizabeth I (A&E)


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extraterritoriality Matthew Perry mercantilism protectionism Sepoy Mutiny settlement colonies

question – “Would Absolute Monarchs approve of Machiavelli’s ideas?” aa. Students will make a packing list for conquering and colonizing another land. Compare to actual lists taken by settlers of the New World. bb. Students will construct a play or a presentation on the African slave trade to highlight the experiences of slaves in the Middle Passage. cc. Students will develop a chart showing the positive and negative effects of colonization on peoples in Africa, Asia, and the Americas. dd. Students will debate which explorer of the New World had the greatest impact on colonization and the indigenous peoples. ee. Students will select a role from colonial American society (American Indian, gentry, religious dissenter, indentured servant, slave, woman) and write a speech describing their life without mentioning their role. Classmates will guess the role being described. ff. Students will work with partners to prepare a map and survey tour of a colonial American colony. Tour brochures should highlight features of the colony that would attract settlers. gg. Students will debate – “Was mercantilism harmful or helpful to the colonies?” hh. Students will complete a comparison chart on the various religious groups that settled colonial America. ii. Students will create a graph showing the demographics of the colonial period – including decline in American Indian populations as well as increases in European and African populations.

Shakespeare in Love 1421: The Year China Discovered America? (PBS) Shogun Life in the Middle Ages (Schlessinger) Galileo’s Battle for the Heavens (WGBH) Becket Martin Luther (PBS) Explorers of the World (Schlessinger) A Man for All Seasons Castle (PBS) Cathedral (PBS) Kingdom of Heaven The New World Elizabeth Peter the Great

Full Website Addresses: Reclaiming Genghis Khan: http://www.mnh.si.edu/exhibits/mongolia.html Kublai Khan in Battle: http://www.ibiscom.com/khan.htm Norman Conquest portrayed by the Bayeux Tapestry: http://www.ibiscom.com/bayeux.htm Magna Carta (modern translation): http://www.fordham.edu/halsall/source/magnacarta.html Middle Ages exhibit (from Annenberg/CPB): http://www.learner.org/exhibits/middleages.html Black Plague: http://www.ibiscom.com/plague.htm Vikings: The North Atlantic Saga: http://www.mnh.si.edu/vikings.html Crusaders Capture Jerusalem: http://www.ibiscom.com/crusades.htm Martin Luther’s Ninety-five Theses: http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html African Voices (from the National Museum of Natural History): http://www.mnh.si.edu/africanvoices.html Aboard a Slave Ship: http://www.ibiscom.com/slaveship.htm Bartolomé de Las Casas, Brief Account of the Devastation of the Indies: http://www.swarthmore.edu/SocSci/bdorsey1/41docs/02-las.html


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GOAL 4: Revolution and Nationalism The learner will analyze the causes and effects of movements seeking change and will evaluate the sources and consequences of nationalism. Essential Questions: What causes people to seek economic, political, social, or religious change? What ideologies have supported the rise of revolutions and nationalism? What was the effect of industrialization and urbanization on the world? Which method is more effective at promoting change: violent or nonviolent resistance? What makes a nation? Under what circumstances does a revolution occur? Objectives 4.01 Analyze the causes and assess the influence of seventeenth to nineteenth century political revolutions in England, North America, and France on individuals, governing bodies, church-state relations, and diplomacy. 4.02 Describe the changes in economies and political control in nineteenth century Africa, Asia, Europe, and the Americas.

Major Concepts and Terms 4.01 balance of power blockade cabinet coalition Congress of Vienna constitution constitutional monarchy Continental System coup English Bill of Rights Enlightenment executive exile federal estates free trade Glorious Revolution Great Fear guerrilla judicial laissez-faire legislative market economy Metternich Napoleon National Assembly Old Regime power, legitimacy and authority Puritan commonwealth radical Reign of Terror Restoration separation of powers Seven Years’ War social contract 4.02 bourgeoisie British Empire capitalism conservatism crop rotation diplomacy enclosure entrepreneur factory imperialism industrialization liberalism Mexican independence Monroe Doctrine proletariat radicalism

Performance Expectations a. identify specific examples of economic, philosophical, political, and scientific ideas that were the foundation of the Enlightenment b. demonstrate the impact of the Enlightenment on segments of society c. evaluate to what extent revolutions in North America and France brought about expectations of liberty, equality, fraternity, and justice d. describe how European commercial networks were replaced with political domination or spheres of influence e. cite examples of nationalism and explain how it and other factors (including but not limited to class status, eighteenth-century philosophical ideas, and industrialization) contributed to revolutionary changes f. explain the long- and short-term causes of the Russian Revolution and how they led to the establishment of the Soviet state g. connect the causes and the effectiveness of revolutions to end colonial domination in Africa, Asia, and Latin America h. describe the makeup of government systems and how they changed as a result of revolution Activities i. Students will create an annotated timeline showing the revolutions of 1649, 1688, 1776, and 1789 identifying the key individuals involved and the outcomes of each revolution. j. Students will read excerpts from John Locke’s Two Treatises on Government and compare them with the Declaration of Independence. Use a venn diagram to record observations. k. Students will create a chart that compares the ideas of John Locke, Montesquieu, and Jean Jacques

Resources WEBSITES English Bill of Rights Locke, A Letter Concerning Toleration Locke, Two Treatises of Government Montesquieu, The Spirit of the Laws Rousseau, The Social Contract Smith, The Wealth of Nations Declaration of Independence Tennis Court Oath Declaration of the Rights of Man Execution of Louis XVI Boer War White Man’s Burden Balfour Declaration Gandhi, Indian home rule BOOKS/ARTICLES See articles in Calliope magazine, National Geographic, or the Nextext Readers Series (McDougall Littell) LITERARY WORKS A Tale of Two Cities Les Miserables A Passage to India Nectar in a Sieve The Scarlet Pimpernel The Mills Down Below Great Expectations


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4.03 Evaluate the growth of nationalism as a contributor to nineteenth century European revolutions (e.g., in the Balkans, France, Germany, and Italy). 4.04 Examine the causes and effects of the Russian Revolution for Russia and the world. 4.05 Evaluate the causes and effectiveness of nineteenth and twentieth century nationalistic movements that challenged European domination in Africa, Asia, and Latin America.

realism socialism suffrage utilitarianism 4.03 Austro-Prussian War Berlin Conference Boxer Rebellion Camillo di Cavour counterrevolution Crimean War Franco-Prussian War Frederick Wilhelm Giuseppe Garibaldi legitimacy Napoleon III nationalism Otto von Bismarck Pan-Slavism pogroms radicalism realpolitik romanticism Social Darwinism sphere of influence Suez Canal Treaty of Frankfurt Victor Emmanuel II discrimination 4.04 Alexander Kerensky atheism autocrat Bolsheviks collectivization command economy communism czar Great Purge Karl Marx Mensheviks nihilism provisional government soviet totalitarianism Vladimir Lenin 4.05 apartheid ayatollah Balfour Declaration boycott Chiang Kai-shek civil disobedience Cultural Revolution developing nation fundamentalism industrialized nation intifada Jawaharlal Nehru José de San Martin Kuomintang liberation theology Mao Zedong Mau Mau Miguel Hidalgo Mohandas Gandhi nationalize

Rousseau. l. Students will compare the American and French Revolutions in terms of dates, causes, changes in politics, religion, the economy, and society. m. Students will map European and American expansion into territories in Africa and Asia. n. Students will create a chart comparing European colonization of Africa and Asia. Include name of countries under control, types of administration, economies, and relationship to colonial peoples. o. Students will write speeches in the guide of a British official either supporting or disagreeing with the effects of colonialism. p. Students will create a venn diagram comparing British imperialism in China and India. q. Students will create an acrostic poem NATIONALISM, using the letters to describe 19

th century nationalism in the

Balkans, Italy, and Germany. r. Students will create a parallel timeline showing steps toward nationalism and unification in Germany and Italy. s. Students will create newspapers announcing the assassination of Archduke Franz Ferdinand. The newspapers will be from various points of view – Russian, Serbian, Austrian, French, and British. t. Students will create an annotated timeline of events in Russia from 1800 to 1935 emphasizing changes in society and government which led to the Russian Revolution. u. Students will generate a list of causes of the Russian Revolution and then categorize them – economic, social, or political. v. Students will write essays in the characters of Trotsky, Rasputin, Nicholas II, Lenin, a Russian Peasant, or a Bolshevik describing their lives. w. Students will complete an annotated timeline of events leading to the Chinese Revolution including key dates (1900, 1912, 1915, 1919, 1925, 1927, 1931, 1934, and 1937). x. Map Japanese imperialism in Asia from 1900 to 1942 with dates that reflect key events. y. Use film clips from Ghandi to study the technique of nonviolent resistance. z. Students will do a comparative map

Hard Times The Leopard Rebels of the Heavenly Kingdom Mountain Light The Good Earth The Wild Children How Green Was My Valley Dr. Zhivago MULTIMEDIA Marie Antoinette Marie Antoinette (A&E) Napoleon (PBS) Germinal Vladimir Lenin (A&E) Mahatma Ghandi (A&E) Chiang Kai Shek (A&E) Nicholas and Alexandra Ghandi Master and Commander Oliver Twist Vanity Fair The Madness of King George Frankenstein Amistad The Charge of the Light Brigade Shaka Zulu Zulu Out of Africa Reds


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nonunification nonviolent resistance passive resistance protectorate Russo-Japanese War sanctions Sepoy mutiny Simón de Bolívar subsistence farming terrorism Toussaint L’Ouverture Zionism

study of Africa from 1914 to 1975 noting the years in which various countries received independence. aa. Students will create a timeline illustrating the steps leading to the creation of the modern state of Israel.

Full Website Addresses: English Bill of Rights: http://www.yale.edu/lawweb/avalon/england.htm John Locke, A Letter Concerning Toleration: http://odur.let.rug.nl/~usa/D/1651-1700/locke/ECT/toleraxx.htm John Locke, Two Treatises of Government: http://www.fordham.edu/halsall/mod/1690locke-sel.html Baron de Montesquieu, The Spirit of the Laws: http://www.fordham.edu/halsall/mod/montesquieu-spirit.html Jean Jacques Rousseau, The Social Contract: http://www.fordham.edu/halsall/mod/Rousseau-soccon.html Adam Smith, The Wealth of Nations: http://www.fordham.edu/halsall/mod/adamsmith-summary.html Declaration of Independence: http://www.archives.gov/exhibit_hall/charters_of_freedom/declaration/declaration.html Tennis Court Oath: http://www.wise.virginia.edu/history/wciv2/tennis.html Declaration of the Rights of Man: http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/rights_of_man.html Execution of Louis XVI: http://www.ibiscom.com/louis.htm Boer War: http://www.boondocksnet.com/cartoons/mc32.html Rudyard Kipling, The White Man’s Burden: http://www.fordham.edu/halsall/mod/Kipling.html Balfour Declaration: http://www.lib.byu.edu/~rdh/wwi/1917/balfour.html Mohandas K. Gandhi, Indian Home Rule: http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/gandhi.html Tokugawa Japan: http://www.wsu.edu:8080/~dee/TOKJAPAN/CONTENTS.HTM The Scientific Revolution: http://web.clas.ufl.edu/users/rhatch/pages/03-Sci-Rev/SCI-REV-Home/ The European Enlightenment: http://www.wsu.edu/~dee/ENLIGHT/ENLIGHT.HTM LIBERTY! The American Revolution (PBS): http://www.pbs.org/ktca/liberty/ Links on the French Revolution: http://userweb.port.ac.uk/~andressd/frlinks.htm Internet Modern History Sourcebook: The Industrial Revolution: http://www.fordham.edu/halsall/mod/modsbook14.html The Nationalism Project: http://www.nationalismproject.org/ Romanticism: http://www.artcyclopedia.com/history/romanticism.html Realism: http://www.artcyclopedia.com/history/realism.html Colonialism & Nationalism in Southeast Asia: http://www.seasite.niu.edu/crossroads/wilson/colonialism.htm The Political Heritage of Colonization in Africa: http://exploringafrica.matrix.msu.edu/curriculum/lm10/student/stuactthree.html WebQuest: The (New) Passage to India: http://webpages.shepherd.edu/ltate/WebQuestIndia.htm Latin America and the Conquistadors: http://www.ucalgary.ca/applied_history/tutor/eurvoya/Latin.html Japan: Memoirs of a Secret Empire: http://www.pbs.org/empires/japan/ The Dawn of the Chinese Revolution: http://www.chinavoc.com/history/public/dawn.htm The Story of India’s Freedom Struggle: http://www.kamat.com/kalranga/freedom/


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GOAL 5: Global Wars The learner will analyze the causes and results of twentieth century conflicts among nations. Essential Questions: Why were there global conflicts in the twentieth century? How were global conflicts in the twentieth century resolved? What factors seem to be constant in global war? What is the impact of global war on a global society? Have global issues largely overridden local concerns in the twentieth century? Objectives 5.01 Analyze the causes and course of World War I and assess its consequences. 5.02 Assess the significance of the war experience on global foreign and domestic policies of the 1920s and 1930s. 5.03 Analyze the causes and course of World War II and evaluate it as the end of one era and the beginning of another. 5.04 Trace the course of the Cold War and judge its impact on the global community (including but not limited to the Korean War, the satellite nations of Eastern Europe, and the Vietnam War). 5.05 Examine governmental policies and the role of organizations established to maintain peace and judge their continuing effectiveness (including but not limited to the Kellogg-Briand Pact, the League of Nations, and the United

Major Concepts and Terms 5.01 militarism alliances imperialism nationalism Archduke Franz Ferdinand propaganda Treaty of Versailles trench warfare Triple Alliance Triple Entente 5.02 existentialism fascism totalitarianism Great Depression Adolf Hitler Benito Mussolini Joseph Stalin Weimar Republic 5.03 isolationism appeasement 5.04 Cold War containment Iron Curtain Superpower brinkmanship deterrent domino theory NATO satellite nations Warsaw Pact 5.05 peacekeeping missions Kellogg-Briand Pact League of Nations United Nations

Performance Expectations a. investigate the military strategies employed during World War I and World War II and the impact of technology on them b. map European boundaries and compare the changes that resulted from World War I and World War II c. analyze the rise of totalitarian governments d. identify important leaders and achievers e. evaluate the importance of economic competition in the Cold War era f. assess the impact of changing European ideologies on the global conflicts of the twentieth century (communism, nationalism, imperialism, capitalism) Activities g. Students will complete a graphic organizer on WWI – classifying the causes as long-term or immediate. Students will then rank the causes in order of importance and identify which causes have led to more conflict in the 20

th century.

h. Students will debate the question – “Was Germany responsible for WWI?” i. Students will study examples of propaganda posters from WWI and create their own examples. j. Students will generate maps of the boundaries of European nations before and after WWI. k. Student will read excepts from All Quiet on the Western Front and A Farewell to Arms to write a journal about the experiences of a soldier in the war. l. Students will discuss: “What if the United States had ratified the Versailles Treaty?” m. Students will create a comparison organizer of the rise of totalitarian governments in Europe and Asia in the 1920s and 1930s. n. Students will complete a venn diagram comparing Communism and Fascism.

Resources WEBSITES 5.01 Assassination of the Archduke “Blank Check” U-boat attack Gas attack Lawrence of Arabia Fourteen Points 1919 Treaty of Versailles 5.03 Nazi occupation of Poland Blitzkrieg Fall of Berlin 5.04 Cold War (British) 5.05 Universal Declaration of Human Rights ARTICLES See articles in Calliope magazine, National Geographic, or the Nextext Readers Series (McDougall Littell) LITERARY WORKS A Frost in the Night Night Diary of Anne Frank Empire of the Sun Children of the Resistance Dangerous Journey A Farewell to Arms For Whom the Bell Tolls Catch 22 Number the Stars


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Nations). o. Students will create a newspaper of the 1920s including significant events, cultural changes, and social life from the period. p. Students will create a timeline of the 1930s highlighting important events leading to WWII. q. Students will write a comparison essay on the causes of WWI and WWII. The essay will conclude with specific recommendations on how to avoid a future war. r. Students will read The Diary of Anne Frank or Night and write a biopoem about one of the characters in the play. s. Students will map significant battles of WWII and then create a chart to accompany the map listing the battle, the date, and the significance of the battle. t. Students will create a venn diagram comparing the League of Nations to the United Nations. u. Students will map significant events of the Cold War (U2, Korean War, Hungarian Revolt, Bay of Pigs, Suez Crisis, Berlin Wall, Vietnam War, Prague Spring). Students will write a brief description of the importance of this event. v. Students will debate: “Who started the Cold War – the US or Russia?” w. Students will write a dialogue between a Soviet and a US citizen on key events during the Cold War: the Korean conflict, the Berlin Wall, the Invasion of Hungary, and Vietnam x. Students will create a newsletter highlighting peace keeping efforts in the 20

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century – include the League of Nations, the Kellogg Briand Pact, the 5 and 9 Power Treaties, the Washington Naval Conference, and the United Nations. y. Students will debate: “What is the most effective way to bring peace to the world?”

Snow Falling on Cedars All Quiet on the Western Front Dawn The Gates of the Forest The House of the Spirits No Longer at Ease The Day of the Bomb Hiroshima The Peacock Spring The Quiet American The Ugly American Smoke over Golan Cry the Beloved Country One Day in the Life of Ivan Denisovich Exodus MULTIMEDIA Nelson Mandela (A&E) Fidel Castro (A&E) All Quiet on the Western Front Lusitania (A&E) Crucial Turning Points of World War II (Reader’s Digest) Dear Home: Letters from the World Wars (A&E) The Diary of Anne Frank Triumph of the Will Judgment at Nuremburg Schindler’s List Shoah Animal Farm


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Lord of the Flies Gallipoli The Grapes of Wrath Mrs. Miniver The Longest Day Saving Private Ryan Fat Man and Little Boy Mandela Gate of Heavenly Peace The Blue Kite Inherit the Wind Dr. Strangelove We Were Soldiers Good Morning, Vietnam Platoon Munich All the King’s Men

Assassination of the Archduke: http://www.ibiscom.com/duke.htm “Blank Check”: http://www.lib.byu.edu/~rdh/wwi/1914/blankche.html U-boat attack: http://www.ibiscom.com/sub.htm Gas attack: http://www.ibiscom.com/gas.htm Lawrence of Arabia: http://www.ibiscom.com/lawrence.htm Woodrow Wilson, Fourteen Points: http://www.lib.byu.edu/~rdh/wwi/1918/14points.html 1919 Treaty of Versailles: http://www.yale.edu/lawweb/avalon/imt/menu.htm Nazi occupation of Poland: http://www.ibiscom.com/poland.htm Blitzkrieg: http://www.ibiscom.com/blitzkrieg.htm Fall of Berlin: http://www.ibiscom.com/berlin.htm National Archive’s Learning Curve: Cold War (British): http://learningcurve.pro.gov.uk/coldwar.htm Universal Declaration of Human Rights: http://www.umn.edu/humanrts/instree/b1udhr.htm WWI: http://www.schoolhistory.co.uk/lessons/wwi/objectives_wwi.html The Great War: http://www.pbs.org/greatwar The Russian Revolution Links:http://www.barnsdle.demon.co.uk/russ/rusrev.html Nazi Germany: http://www.historylearningsite.co.uk/Nazi%20Germany.htm World War II: http://www.teacheroz.com/wwii.htm United States Holocaust Memorial: http://www.ushmm.org/ MLC Museum of Tolerance: http://motlc.wiesenthal.com/index.html Race for the Superbomb: http://www.pbs.org/wgbh/amex/bomb/ Vietnam Online: http://www.pbs.org/wgbh/amex/vietnam/ Battlefield: Vietnam: http://www.pbs.org/battlefieldvietnam/ CNN Interactive: The Cold War: http://www.cnn.com/SPECIALS/cold.war/ The Cold War Museum: http://www.coldwar.org/ The United Nations Website: http://www.un.org/


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GOAL 6: Patterns of Social Order The learner will investigate social and economic organization in various societies throughout time in order to understand the shifts in power and status that have occurred. Essential Questions: How is power obtained and maintained over time? What has led to the changing nature of social order over time? What are the major social order issues of the twenty-first century? What is the relationship between economics and the structure of a society? Objectives 6.01 Compare the conditions, racial composition, and status of social classes, castes, and slaves in world societies and analyze changes in those elements. 6.02 Analyze causes and results of ideas of superiority and inferiority in society and how those ideas have changed over time. 6.03 Trace the changing definitions of citizenship and the expansion of suffrage. 6.04 Relate the dynamics of state economies to the well-being of their members and to changes in the role of government (including but not limited to the enclosure movement, the Great Depression, and the rise of the welfare state). 6.05 Analyze issues such as ecological and environmental concerns, political instability, and nationalism as challenges to which societies must respond.

Major Concepts and Terms 6.01 class wage slavery apartheid British rule 6.02 discrimination elitism ethnic cleansing ethnocentrism gender issues Armenian genocide Holocaust Hutus and Tutsis Nazism 6.03 citizenship suffrage Dreyfus Affair 6.04 state economies business cycle Fidel Castro Cuba enclosure movement European Union Great Depression Labour party most favored nation status NAFTA state capitalism welfare state 6.05 sustainable development acid rain Argentina Jean-Bertrand Aristide Cambodia Congo Duvaliers global warming Haiti Khmer Rouge Organization of African Unity Organization of American States

Performance Expectations a. compare slavery in emerging civilizations with serfdom and with African slavery throughout the world in the seventeenth and eighteenth centuries b. analyze the factors that brought an end to systems of forced labor c. analyze the cause and impact of changes in the Indian caste system in the twentieth century d. trace changes in the role and status of women over time e. identify the impact of ideas of superiority and inferiority in Nazi Germany and in events such as genocide and apartheid f. evaluate the causes, course, and results of civil wars (e.g., Africa, Asia, Latin America) g. define the business cycle and cite its effects on domestic and international policies h. evaluate the role of economic and political organizations in promoting cooperation (e.g., North American Free Trade Association, European Union, Organization of American States, Organization of African Unity) i. compare the effects of the Great Depression on the world powers of the 1930s Activities j. Students will design a comparison chart of the class systems of France, India, the United States, Ancient Greece and Rome, Russia, and South Africa. k. Students will create a graphic organizer that identifies the events leading to the Dred Scott decision and the consequences of the Supreme Court’s decision. l. Teachers will provide a timeline of important Supreme Court cases that relate to citizenship in the United States. In groups, students will research the cases and create an annotated timeline. k. Students will write an essay explaining the

Resources WEBSITES Mein Kampf Dreyfus Affair BOOKS/ARTICLES See lists above. LITERARY WORKS See lists above. MULTIMEDIA See lists above.


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6.06 Trace the development of internal conflicts due to differences in religion, race, culture, and group loyalties in various areas of the world

Juan and Eva Perón Peru 6.06 civil war Afghanistan Chechnya Contras and Sandinistas Kashmir Nigeria Palestinian Liberation Organization Six-Day War South Africa Taliban Tibet Yugoslavia

various roles on a manor in relation to the feudal system. l. Students will read excerpts from the Declaration of Rights of Man and Citizen, the Magna Carta, the Communist Manifesto, and the United Nations Universal Declaration of Human Rights and discuss how these pieces define the basic rights of humans and how those rights have changed over time. m. Students will create a graphic organizer showing the relation between social Darwinism and economics, birthright, race, and government structure. n. Students will compare and contrast the impact of Jim Crow legislation with civil rights legislation in the United States. o. Students will define propaganda and identify how leaders (such as Hitler) have used propaganda to further notions of racial superiority. p. Students will identify Amendments to the US Constitution that have increased citizenship and voting rights. They will create graphic organizers to illustrate the effects of each amendment on citizenship. q. Students will research historical examples of traditional, command, market, and mixed economies and prepare a report on how those economics have answered the basic questions of what should be produced, how should it be produced, and for whom should it be produced. Students should then select one type of economy and write a persuasive essay on why is the best economic system. r. Students will research the causes of World War I, World War II, and the Cold War to determine the extent to which economics played a role in bringing about war. s. Students will research an event that has posed ecological, environmental, religious, medical, or national sovereignty concerns. They will prepare a 3 to 5 minute speech on how governments responded to the event and whether or not the response was appropriate. Suggested events: AIDS epidemic, Chernobyl, Hiroshima, Exxon Valdez, the Bubonic Plague, Protestant/Catholic conflict in Britain, the unification of Italy, the formation of Israel. t. Students will complete a comparison diagram illustrating how racial conflicts have arisen and been dealt with in the United States, South Africa, and India. u. Students will complete a comparison diagram illustrating how religious conflict has arisen and been dealt with in Israel/Palestine, India, Afghanistan, and Britain. v. Students will identify the major political


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parties of several nations and create a graphic organizer illustrating how the two parties differ on issues. w. In a discussion, students will define the terms culture, subculture, and counterculture and explore how conflict can arise in a society.

Dreyfus Affair: http://www.boondocksnet.com/cartoons/mc32_b.html Universal Declaration of Human Rights: http://www.umn.edu/humanrts/instree/b1udhr.htm South Africa Photography http://www.ic-creations.com/SouthAfrica/Pages/southafricapicturegallery.html Resources for Teaching on South Africa http://www.bu.edu/africa/outreach/materials/handouts/safrica.html The British Empire http://www.britishempire.co.uk/ Why Teach Genocide? http://www.teachgenocide.org/ European Welfare States: Information and Resources http://www.pitt.edu/~heinisch/eusocial.html Fidel Castro: Further Reading http://www.pbs.org/wgbh/amex/castro/filmmore/fr.html Image Archive of the Eugenics Movement: http://www.eugenicsarchive.org/eugenics


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World History

GOAL 7: Technology and the Emerging Global Order The learner will analyze the short- and long-term consequences of the development of new technology. Essential Questions: How has technology impacted world history? What are the limits of technology? How can technology be both harmful and helpful to a society? Objectives 7.01 Assess the degree to which discoveries, innovations, and technologies have accelerated change. 7.02 Examine the causes and effects of scientific revolutions and cite their major costs and benefits. 7.03 Examine the causes and effects of industrialization and cite its major costs and benefits. 7.04 Describe significant characteristics of global connections created by technological change and assess the degree to which cultures participate in that change

Major Concepts and Terms 7.01 technology alchemy astrolabe Francis Bacon Robert Boyle Chinese astronomers computers Nicolaus Copernicus René Descartes Galileo Galilei William Harvey Indian and Muslim mathematicians irrigation Johannes Kepler Antoine Lavoisier Isaac Newton nuclear weapons paper Joseph Priestley printing press smelting iron space technology Andreas Vesalius wheel 7.02 deductive reasoning deism inductive reasoning natural law scientific method genetic engineering 7.03 labor unions mass production urbanization Industrial Revolution 7.04 Pacific Rim “green revolution” Internet Organization of Petroleum Exporting Countries

Performance Expectations a. identify important contributions to the fields of science and technology b. analyze the cultural, religious, and scientific impact of astronomical discoveries and innovations from Copernicus to Newton c. assess the impact of competition among nations in the fields of space exploration, nuclear technology, and natural resource utilization d. examine revolutionary changes in agriculture and medicine e. describe changes in social organization and efforts for political reform that occurred as a result of industrialization f. study the ways in which technology has contributed to global connections and contrast its effects on urban and rural populations (e.g., airplanes, satellites, computers, cell phones Activities g. Students will engage in a class discussion to generate criteria for identifying characteristics of a significant invention or discovery. As a class, they then will generate a list of the most significant discoveries and innovations. In groups, students will rank the inventions in order and write a justification for their ranking. h. Students will create a timeline of major innovations for different categories (transportation, communication, medicine, architecture, weaponry, etc.). They will annotate the timeline to indicate the significance of the inventions. i. As a class, develop a set of interview questions to ask an older person about the technology he or she has seen change during his or her lifetime. Students will conduct interviews and present findings to the class. j. Students will create a parallel timeline that shows the development of the industrial revolution in the United States and England. k. Students will select a famous person whose invention or discovery changed the world and write either a BIOPOEM or a Resume for the person. l. Students will generate criteria for judging the

Resources WEBSITES See lists above. BOOKS/ARTICLES See lists above. LITERARY WORKS Hard Times Oliver Twist Songs of Innocence and Songs of Experience MULTIMEDIA See lists above.


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“Scientist of the Millennium.” After doing research in groups, they will then nominate a scientist to receive the honor of Scientist of the Millennium and justify their selection to the class. Suggested scientists: Copernicus, Bacon, Boyle, Darwin, Kepler, Decartes, Harvey, Einstein, Galileo, Newton, Vesalius, Hawking, Watson and Crick. m. Students will create a chart of the major scientific developments of the 20

th century and

note the costs and benefits of each development. Students will then select one development and write an essay that considers how the world would be different if the development had never occurred. n. Students will create a cause and effect chart for one or more of the following: steam engine, lateen sails, gunpowder, radio, printing, internal combustion engine, electric motor, sextant, astrolabe, flight, television, personal computer, internet. o. Students will identify a scientific development in the news and create a cause/effect chart that illustrates the steps that led to the development or innovation as well as the possible consequences. p. Students will simulate the Sadler Commission (1833) by having the following testify before Parliament: coal miner, factory owner, twelve-year old factory worker, coal mine owner. q. In small groups, students will design an 18

th

century factory that mass-produced a particular product. The plan should include the floor plan of the factory outlining how the product will be made, where the labor will work, as well as how the raw materials and the finish products are transported and stored. r. Students will read excerpts from William Blake’s Songs of Experience and Songs of Innocence and discuss how these works reflect the costs and benefits of industrialism. s. Students will write a paper defending or refuting the statement: “The world is becoming Americanized.”

Full Website Addresses: My Ecological Footprint http://www.myfootprint.org/ Science, Technology, Invention in History: Impact, Influence and Change http://www.archives.gov/digital_classroom/history_day/bright_ideas/bright_ideas.html Internet Resources for History of Science and Technology http://www2.lib.udel.edu/subj/hsci/internet.htm#topics Deism: Reason and Spirituality http://www.deism.org/frames.htm The Industrial Revolution http://www.yale.edu/ynhti/curriculum/units/1981/2/81.02.06.x.html#b Muslims Contribution to the World of Science: http://www.islamtomorrow.com/science2.asp The Green Revolution: http://edugreen.teri.res.in/explore/bio/green.htm Middle East Policy Council: Resources: http://www.mepc.org/public_asp/resources/educational.asp Descartes: http://www.msu.org/intro/content_intro/texts/descartes/descartes.html


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World History

GOAL 8: Patterns of History The learner will analyze important current global events and issues to show an understanding of the ideals, values, beliefs, and traditions at the heart of these events and issues. Essential Questions: What is culture? How do beliefs, values, and ways of thinking shape the decisions people make? What major cultural revolutions have shaped the world? What happens when cultures collide? How do people integrate two very different cultures into their lives? Is there a global culture? Who determines what culture is acceptable and what is not? Objectives 8.01 Trace developments in literary, artistic, and religious traditions over time as legacies of past societies or as cultural innovations. 8.02 Compare major Eastern and Western beliefs and practices, including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, and locate their regions of predominance. 8.03 Classify within the broad patterns of history those events that may be viewed as turning points. 8.04 Characterize over time and place the interactions of world cultures. 8.05 Analyze how the changing and competing components of cultures have led to current global issues and conflicts and hypothesize solutions to persistent problems. 8.06 Analyze the meanings of “civilization” in different times and places and demonstrate how such meanings reflect the societies of which they are a part

Major Concepts and Terms 8.01 innovation impressionism realism romanticism surrealism 8.02 religion Buddhism Christianity Confucianism Hinduism Islam Judaism Shintoism 8.03 turning point atomic weapons development Congress of Vienna domestication of plants and animals 15th century exploration Great Depression Hundred Years’ War printing press 8.04 geopolitical continuality global market cartels drug trade World Bank World Trade Organization 8.05 cultural conflict biowarfare home rule intifada Pan-Arabism terrorism 8.06 civilization progress rural urban

Performance Expectations a. analyze causes of large-scale population movements from rural areas to cities b. examine the movement of people and the cultural diffusion that resulted c. identify issues that affect the entire world (e.g., terrorism, acid rain, apartheid, drug trafficking) as well as issues that involve the entire world (e.g., AIDS, global warming, World Trade Organization) d. analyze the root causes of cultural conflicts, such as those found in the Middle East, Ireland, Quebec, the Congo, Eastern Europe, Indonesia, etc. e. determine the impacts of evolving definitions of “civilization” f. compare the religious beliefs and practices of major world religions g. describe the differences between the concept of civilization and civilized behavior Activities h. In groups, students will select 10 major pieces of world literature that reflect different regions over time and create a poster that represents the legacy of those pieces of literature and how they reflect the society in which they were created. i. Students will select a region and a time period and research the art that was produced at that time. Students will create a powerpoint presentation describing the cultural context for the art and how it reflected and critiqued the time period in which it was created. j. Students will create a table or database of major world religions, gathering information about the beliefs, practices, history, sacred texts, founders, number of modern adherents,

Resources WEBSITES See lists above. BOOKS/ARTICLES See lists above. LITERARY WORKS Lord of the Flies Selections from Major Religious Texts MULTIMEDIA Religions of the World (Schlessinger) Inside Mecca (National Geographic) Inside Islam (History Channel) The Hajj (ABC News) Islam: Empire of Faith (PBS) Jerusalem: Within These Walls (National Geographic) The 50 Years War: Israel and the Arabs (WGBH) Religions of the World (United Learning/Discovery) In the Footsteps of Jesus (History Channel) Who Wrote the Bible? (History Channel) Christianity (History Channel)


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and traditional geographic location of each major world religion. k. Students will define the term “turning point” by comparing several historical events such as the defeat of the Moors at Tour, the voyages of Columbus, the signing of the Magna Carta, the publication of the Communist Manifesto, the bombing of Hiroshima, the invention of the printing press, the publication of Darwin’s Origin of Species, the French Revolution, the Great Depression, the defeat of the Spanish Armada, and the Treaty of Versailles (1919). Students will classify these turning points as political, military, scientific, cultural, or economic. They will then generate additional examples of each kind of turning point and justify their selections in a presentation. l. Students will define the term “turning point” and then each submit a written justification of a significant turning point in history to be voted on by the entire class. m. Students will discuss cultural clash in a high school (regional, economic, social, linguistic, religious, and other differences) and make generalizations about how cultural clash operates at the national level. n. Students will look at “hallmark cultures” in world history and determine the methods by which these cultures spread their ideas around the world. They will create a cause/effect chart to show which culture had the greatest influence on the rest of the world. Suggested cultures: classical Greece, ancient Rome, Islamic golden age, Renaissance Italy, British Empire, 20

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century America. o. Students will view video clips from several films to find examples of how cultures interact. Suggested videos: 1492, Not Without My Daughter, The Wind and the Lion, and Ghandi. p. Students will select a current issue and trace the underlying causes of the issue in an essay. They will then find an example of a historical event which has the same underlying causes and create a comparison chart between the two events. q. Students will prepare a chart illustrating how the following items have led to specific conflicts: religion, need for energy, environmental concerns, world peace, land ownership, distribution of resources, ethnic discrimination, and terrorism. r. Students will read acceptance


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speeches from Nobel Prize Winners and take notes about the solutions these recipients have made to world problems. In a discussion, students will analyze the proposed solutions and evaluate their effectiveness. s. In small groups, students can prepare a panel discussion about a world issue such as the Arab-Israeli conflict, the AIDS crisis, immigration, or terrorism. Students can act in different roles in the panel discussion to illustrate how different groups view the same issue. t. Students will debate the definition of civilization by reading the definitions that have been proposed by historians. They will then write a summary definition of their own. u. Students will write a letter to the editor about “American civilization” by selecting the point of view of one of the following: Congo tribesman, American Indian, Vietnamese peasant, Iranian fundamentalist, English banker, American World War II veteran, Cuban refugee in Miami. v. Students will research and prepare presentations on those groups which have rejected Western civilization: Lost Generation, Beatnicks, Hippies, Counter-Culture Movement.

Full Website Addresses: World Religious Texts: http://davidwiley.com/religion.html


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Thinking Maps: a universal language of graphic organizers.

Thinking Maps: based on essential thinking skills.

Graphic Organizers in Social Studies

What is the district’s graphic organizer program and why was it selected?

New Hanover County Schools has adopted Thinking Maps® as its universal language of graphic organizers. Having a universal language of graphic organizers means that all students use the same graphic thinking patterns throughout their entire K-12 experience. This consistency from grade to grade, and even from school to school, is an enormous benefit to students. Thinking Maps was selected as the universal language of graphic organizers because they are constructed as a graphic language. Instead of running off pre-made graphic organizers from the teacher’s materials, students are taught to associate a visual pattern with a thinking pattern. The association of those two patterns helps students to be able to use Thinking Maps on their own as they are constructing knowledge. Therefore, students draw the graphic organizers themselves, eliminating the need to copy pre-made forms. Thinking Maps have several features that make them one of the best instructional tools for visually organizing students’ thinking. Thinking Maps are:

• based on fundamental thinking skills

• a consistent graphic language

• flexible for use in a variety of contexts

• easily transferred across disciplines

• centered on student activity The fundamental thinking skills on which Thinking Maps are based are types of thinking found in all subjects and disciplines. The maps help students to define concepts, to describe objects, to compare and contrast, to classify information, to examine parts and wholes, to sequence events, to explore cause and effect relationships, and to visualize analogies. The visual for each type of thinking remains the same, so a consistent format can be used every time a type of thinking is needed. Because the visual format remains the same, the student sees a consistent pattern to represent a way of thinking. However, even though the maps are consistent, they are flexible enough to be combined to illustrate more complex forms of thought. The thought patterns that define each thinking map can appear in every subject and content area, allowing for integration of thinking across disciplines. Finally, because Thinking Maps are designed for students to generate on their own, they become a tool to help students be more responsible for their own learning.

Why should I use graphic organizers in teaching social studies? As a discipline, social studies in content-heavy. There are countless names, dates, people, concepts, ideas, terms, and events to learn. All of this information is learned so that students can make generalizations about the past and the world around them. However, many students get drown in an endless sea of facts. Students often read textbooks and have difficulty knowing what is significant to remember and what can be forgotten. They take lecture notes only to realize that they have copied everything verbatim and still do not know what is important.


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Thinking Maps: focused on visual patterns

Graphic organizers help students make sense of the plethora of information that they have to process. An organizer helps to bring all the information together into a visual pattern that helps the brain to see the larger picture. After all, the brain is primarily a visual pattern seeker: we see images, shapes, and patterns in the world around us. Graphic organizers like Thinking Maps help the brain to make sense of the information that students encounter.

Graphic organizers also appear on North Carolina end-of-course assessments. When students are familiar with the thinking processes that graphic organizers are trying to use, they will be in a much better position to interpret those testing items. While the state does not exclusively use Thinking Maps for its graphic organizers, students who have been trained in Thinking Maps will be in a much better position to interpret unfamiliar organizers than students who have no experience with graphic organizers at all. Teachers can aid in this process by occasionally using unfamiliar organizers and asking students to match them to the Thinking Maps that they know. What are the Thinking Maps? There are eight Thinking Maps. The chart below shows each, along with its definition, and questions to ask.

Map Name Function Questions to Ask

Circle Map

defining a topic, brainstorming, uncovering prior knowledge

What do you know about ____? How are you defining this thing or idea?

Bubble Map

describing with adjectives, describing with the five senses, listing qualities of objects

How are you describing ____? What adjectives best describe ____?

Double Bubble Map

comparing and contrasting, discussing similarities and differences

How are ___ and ___ alike and different? Is ___ and ___ more similar or different? How so?


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Flow Map

sequencing events, putting steps in order, showing the steps in a cycle or process, ordering items by quantity or quality

What happened? What is the sequence of events? What is the process or cycle?

Multi-Flow Map

showing cause-effect relationships, making predictions, identify consequences

What are the causes and effects? What might happen next?

Tree Map

classify, sort, group, categorize, organize, illustrate a generalization and supporting details

What are the main ideas, supporting ideas, and major details? How can you classify ___?

Brace Map

show the parts of an object, to take apart an object, illustrate the structure of an object

What are the parts of this object?

Bridge Map

show relationships, create analogies

What is the analogy? How are ___ and ___ related?

How can teachers use Thinking Maps in Social Studies?

Map Name Ways to Use it in the Classroom

Circle Map • defining important words or concepts (“isms,” forms of government, etc.)

• show a blank circle map at the beginning of a unit and ask students to tell you what they already know about a topic

• use a circle map at the end of the period to review the day’s material


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• after student read a textbook selection, have them brainstorm what they remember from the reading; using their ideas, help them to write a “main idea” statement for the selection

Bubble Map • remind students that they can only use adjectives to describe historical or social science topics – this is limiting, but it also forces students to analyze their choices (for example, some people would say that George Washington was courageous for his leadership during the Revolution, but a coward because he wouldn’t free his slaves during his lifetime)

• use the map to generate the qualities of a generic category such as the qualities of a good leader or a good law (then have them apply the qualities to actual historical cases)

Double Bubble • compare and contrast leaders, battles, wars, elections, states, cultures, time periods, etc.

• ask students to compare two ideas or terms which are similar but have fine differences in meaning (socialism vs. communism, latitude vs. longitude)

• ask students to justify if two things are more alike than they are different or vice versa based on their double bubble maps

Flow Map • sequence events in order (timeline)

• show the sequence in a process (how a bill becomes a law)

• have students rank people or events by importance (from most important to least important)

Multi-Flow Map • have students show causes and effects for events; have students justify the most important cause and most important effect for events

• have students map a historical decision but do not fill in the effects; ask students to predict what they think will happen and then confirm by reading about what actually happened

• break down causes by looking at short-term and long-term

Tree Map • classify the advantages and disadvantages of two sides in a war

• categorize details about the foreign and domestic policies of a leader

• outline a chapter or section of a document (main idea, subcategories, supporting details)

• categorize the characteristics of a time period or civilization (economic, political, religious, etc.)

• sort vocabulary terms into groups based on common categories

• sort multiple causal factors of events into categories (social causes, political causes, economic causes, etc.)

Brace • examine the parts of a map or chart

• break apart the structure of historical documents like the Constitution

• illustrate the parts of a government or agency

Bridge • illustrate the relationships between leaders

• define terminology (the relating factor is “is defined as”)

• examples of possible relating factors: was stated by, was president during, is the leader of, is a symbol for, led to, is famous for, took place during, is associated with, is the author of, was elected in, led to the downfall of, is a part of...


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Thinking Maps: helping students to think about their thinking

What is the purpose of the Frame of Reference? Each map can be surrounded by a rectangular box called a Frame of Reference. This frame of reference is used by the student to define how he or she knows the information. This “thinking about our thinking” is known as metacognition. It is the process of being aware of what we think and even how we think so that we become aware of our own perspectives and biases. The frame of reference allows students to write down where they got their information – where in the book, the exact quote that supports the information, or the name of the authority who stated the information. It can also be used to force students to think about another perspective. The colonization of the Americas by Europeans from the American Indian perspective is very different than from the European perspective. So the teacher could have students construct two maps from both perspectives so that the frame of reference defines the point-of-view. Here is an example of how a frame of reference could be used:

How do Thinking Maps relate to Classroom Instruction that Works? New Hanover County Schools also has a district-wide initiative in Classroom Instruction that Works. In that work, Robert Marzano focuses on six common visual patterns that are also based on thinking skills. Marzano’s six patterns can be translated into Thinking Maps by looking at the following chart:

Marzano’s Pattern Definition and Functions Related Thinking Maps

Concept Patterns • a concept is a word or phrase that covers classes or categories of specific persons, places, things, or ideas

• examples include democracy, chair, president

• to define a concept, you need to look at examples, non-examples, and characteristics of


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the concept

Descriptive Patterns

• a description is composed of facts about specific persons, places, things, or ideas

• description can be composed of noun phrases, adjectives, or adverbs

Time Sequence Patterns

• a time sequence is composed of events in the order of when they happened

• a time sequence can include descriptive information about the events

Cause/Effect and Process Patterns

• a cause/effect pattern shows events, what caused them, and the results

• a process pattern can show cause/effect relationships or can simply be written in the order the process is completed

Episode Patterns • an episode is basically a story,

with a plot, a setting, people, a time sequence, cause/effect relationships, and events

• episode patterns are very common in fiction, but anything that can be narrated can be an episode

• this type of pattern can be used with all the Thinking Maps used in combination


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Generalization and Principle Patterns

• a generalization is a statement that can be proven or demonstrated with examples

• principles are a sub-type of generalization that involves general statements about cause and effect relationships or correlations between events

• generalizations often require deep investigation

How do teachers use Thinking Maps in the classroom?

1. Teach the students each Thinking Map. At the secondary level, one map may be introduced per week.

2. Teach each new map by using familiar content. NEVER teach a new process with new content.

3. Model how to use the maps and ask students to work independently to create their own. Give feedback on their progress.

4. Each time a new map is introduced, briefly review the other maps. Ask students to begin to look for ways that every map could be used in class.

5. Use the maps to assess what students know. If students can show how much they have learned using a map, it is acceptable to use it as evidence of student learning.

6. Ask the students to use the maps in combination. For each complex thinking process, many maps may help students reach a conclusion.

7. Ask the students to do something with the information in their maps – make a presentation, write a paper, or create an authentic product.

8. When doing a lecture, use Thinking Maps to show important ideas in the lecture graphically.

9. Give students partially completed maps and gradually move toward having them generate their own without help (especially good for students with special needs).

10. Use maps to outline units and daily lessons so students can see the “big picture” of where the unit or lesson is going.

When using Thinking Maps it is important to remember that the ultimate goal is to have students be able to use the maps on their own. When they are reading or taking notes, they should begin to see material and think, “that’s a tree map,” or “that’s a multi-flow map.” Though the teacher may have to provide strong support in the beginning to help students see these patterns, by the end of the course the patterns should be firmly entrenched in the students’ brains. Each visual should be wired to a fundamental thinking process. For more information on Thinking Maps, contact someone at the central office to find out about training opportunities.


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Teaching Reading in Social Studies

Introduction “I teach social studies. I don’t have time to teaching reading. That should have been taught in the lower grades. I don’t know anything about phonics.” Despite these recurring comments about reading from teachers, reading is a fundamental skill that is important to all subject areas. Every subject has its own special vocabulary and its own special way of writing. Therefore, it stands to reason that the best person to teach reading in a subject like social studies is the social studies teacher. When we consider that the tests our students take are largely tests of reading, it becomes even more critical that social studies teachers teach reading strategies to their students. There is no one more poised to make reading in social studies work for students other than the social studies teacher. And there are a few simple techniques that can help any social studies teacher make better readers of her students.

How to Prepare for Teaching Reading Skills

There are four critical areas in preparation for teaching reading in social studies: Assessing Prior Knowledge

Find out what students already know about certain topics. Find out how well students can already read. Teachers can use surveys, brainstorms, short quizzes, or class discussions to gather information about what students already know about a topic. What students already know about a topic is the single biggest predictor of how much new information they will learn about that topic.

Activating and Creating of Prior Knowledge Teachers can get students to activate prior knowledge about a topic. Teachers can provide students background knowledge on a topic. Activation of prior knowledge means getting students to think about what they already know. When students have very little knowledge about a topic, the teacher can provide important background by choosing memorable experiences to teach it. There are several techniques for doing this:

• Using a story, vignette, or example to highlight a theme or idea

• Showing a short movie clip to illustrate the topic

• Showing a picture, graph, or other visual to generate interest

• Doing a field trip (either real or virtual) to get a sense of the place

• Showing historical artifacts or items

• Engaging in a simulation to create the experience

• Highlighting a similar experience in the student’s own lives (for example, comparing colonization of the New World to a student who moves to a new neighborhood)

Anticipating Words and Concepts that May Prove to Be Difficult

Background knowledge manifests itself primarily in vocabulary knowledge.


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Students must be exposed to the multiple meanings of concepts over time. Vocabulary and concepts must be taught in the context they are used. A limited list of vocabulary and concepts (no more than 10 per week) is best. The background knowledge that we have is primarily stored in the brain in the form of vocabulary words (and their associated visuals in the brain). Teachers have to anticipate what words might prove to be a challenge in comprehending texts and pre-teach those words before reading. When those words are concepts – complex words with multiple shades of meaning that describe whole classes or categories (like democracy, freedom, or power) – they require even more strategic teaching because a concept is very abstract. Concepts usually require multiple exposures to the ways words can be used so that students build up their knowledge over time. It is best to teach these words in the context they will be used, rather than using isolated vocabulary lists. It does not promote deep learning if students are simply looking up words in the dictionary or glossary and then doing a crossword puzzle. Teach the words as they are found in the text. Because it is better to have a deep understanding of key concepts, it is best to limit vocabulary lists to no more than 10 words per week. These vocabulary words should be made up of the central concepts of that unit or lesson – and not be lists of dates, people, places, or events.

Developing A Purpose for Reading

Reading social studies texts is different from reading fiction. A purpose for reading establishes what will be gained from the text. A purpose for reading activates prior knowledge. Predicting what information can be found in a text increases comprehension. Social studies texts belong to the category of informational texts – we read them to find out information. Unlike fiction, which is read for pleasure, informational texts are read primarily to provide specific facts, details, and ideas. It is therefore important to set a purpose for reading each social studies text so that students do not get lost in the details but leave the text with a solid comprehension of the major ideas. Setting a purpose for reading also helps the student activate his or her prior knowledge about the topic and can even be used to get a student to predict what information is likely to be found by reading. Prediction especially can be helpful in promoting comprehension. There are several key techniques for setting a purpose and using prediction:

• Provide questions to students before reading or ask students to generate their own questions.

• Using the text features – headings, subheadings, captions, etc. – to generate predictions about what information will be found in the text.

• Teach students that there are several kinds of questions we can ask at various levels so that they can get beyond the basic who, what, when, and where to ask why and how questions as well.

Strategies for Teaching Comprehension Once a teacher has done the necessary background preparation to prepare students for reading, there are a number of strategies and techniques which can be used to help students comprehend the text during all the stages of reading. The following two strategies cover the entire reading process and may be called meta-strategies.


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One of the most powerful strategies for teaching comprehension is known as “Squeepers” or SQP2RS. Here are the stages of Squeepers:

This strategy can be done individually, in small groups, or as a whole class. Here are specific instructional directions for each stage:

Survey Give students 1 minute to look at the text. They should be looking at the text features – heading, captions, boldfaced words, subheadings, etc.

Question Students should write 1-3 questions that they think can be answered in the text. Students should use the text features to write those questions. Share the questions as a class. Honor students’ questions even when they do not relate to a text feature. Group similar questions together and focus on answering those.

Predict Students should write 1-3 statements (full sentences) they think that the text will teach. These statements should be answers to the questions. Share statements as a class.

Read Read the assigned sections of the text.


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Reading tasks can be done individually, in small groups, or as a whole class. (A good technique for covering a large chunk of text is to divide it among groups for a jigsaw).

Respond Have students answer their questions. Have students compare their predictions to the answers. What predictions were wrong? Which were right? Share responses with the class.

Summarize Have students write a short summary of the text that incorporates all of their learning from the predictions and answers to the questions. Share summaries with the class.

If these steps are taught to students, they then can internalize them and use them on their own when they are reading. Students often find it difficult to summarize material. As Robert Marzano says in Classroom Instruction that Works, summary requires that students eliminate some material, keep some material, and substitute specific words for more general concepts. This is more difficult than it seems because students often cannot recognize what should be kept and what should be eliminated. A strategy that helps with summary is called “See Jacuzzis” or CGQCES. Here are the steps:

Like Squeepers, See Jacuzzis can be taught so that students internalize the stages. It can also be done as an individual, whole-class, or small group activity. There are different instructional techniques that can be used at each stage:


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Circle Repeated Words Students should read a selection and then circle the words that they see repeated often. Boldfaced words should indicate important vocabulary. Students should note words that mean nearly the same. If students encounter an unfamiliar word, it should be noted for further investigation.

Group Circled Words Students should try to make groups out of the words that they have circled. What words go together? A Tree Map is a useful tool for grouping words.

Question the Text Students should identify facts about these groups of words – who, what, when, where, why, and how? Students can use text features – headings, captions, and subheadings – to judge what facts might be important.

Collapse the Categories Students should try to collapse their tree maps into the fewest number of categories possible by grouping the most closely alike material together. If material cannot fit into a grouping, students should decide whether or not it should be eliminated. A small category on its own might indicate that it is trivial or irrelevant information.

Evaluate and Analyze the Facts Students should analyze the patterns that they see in the groupings that they have made. What seems to be important? What is mentioned most? Is there a judgment about the information? Does something appear to be bad or good?

Summarize the Pattern Students should write a summary sentence or paragraph about the patterns that they have observed. Students should re-read the text to see if their summary makes sense in light of the text.

Though these two strategies can help students in comprehension and summarization, there are a number of other strategies that can be employed. These strategies are divided into categories depending on what stage in the reading process they can be used: pre-reading, during reading, or after reading. These strategies, however, are not necessarily limited to these stages – some can be used in more than one stage of the reading process.


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Pre-Reading • Help students

activate prior knowledge

• Help students build prior knowledge

• Help students build vocabulary knowledge

• Help students generate a purpose for reading

Anticipation Guide Write a series of True/False statements based on the reading. Have students write their responses before they read and then go back and review their responses after they read.

KWLHS Create a divided circle map and label the sections (a) What do you know? (b) What do you need to know? (c) What have you learned? (d) How do you know what you learned is right? and (e) What do we still want to learn?

Dramatic Role Play

Either find, write, or have students write a dramatic role-play of a specific event. There are reader’s theater scripts available for many famous events.

Alphabet Brainstorm

Give students a topic. Then have them brainstorm as many things as possible about that topic using the letters of the alphabet to start each sentence or phrase.

Concept Mapping

Use a circle or tree map to diagram a concept such as freedom or democracy. To diagram a concept, you must describe (a) what is, (b) what it is not, (c) examples of the concept, (d) non-examples of the concept, and (e) the category to which the concept belongs.

Free Write

Give students a topic and a predetermined amount of time to write about it. Have students continue to write until their time is up. Have them share their writing or collect the writing to read (but not for a grade).

List-Group-Label

Give students a list of vocabulary from a reading assignment and have them group the words into categories of their own design based on what they already know. Have them write to the side words which they do not already know. To encourage debate, have students work in groups to sort the words.

Predict-O-Gram

Give students a list of vocabulary from a reading assignment and have them make predictions about the reading based on the vocabulary. Have students revise their predictions after they have completed the reading.

Story Impressions

Give students the vocabulary from a text and have them create a story with the words. You may have to give them some background for them to be able to make reasonable guesses about the content.


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During Reading • Help students

monitor comprehension

• Help students organize details

• Help students focus on important information

• Help students deal with problems they might encounter in the text

• Help students locate the main idea

Questions Game Each student reads the text and writes down three questions he or she would like answered. Students exchange their questions with a partner and try to answer each others questions. Students then discuss their answers and write three new questions to exchange with another two person team. The process repeats, forming larger teams after each round.

Post-It Response Notes

As students read the text, have them write responses or make notes about what they’ve read using post-it notes in the text. The notes can be for highlighting important information, for marking answers to comprehension questions, or for recording personal responses to the material.

Coding Text

Students can use post-it notes to record symbols in their texts. The symbols can be used to note (a) something that is important, (b) something that was already known, (c) something that does not make sense, or (d) something that is interesting. Students can design their own symbols so that they have personal meaning.

Think-Aloud

The teacher and the students read a text together. While reading, the teacher “thinks aloud” the process of comprehending the text so that students can hear what is going on in the mind of the teacher. Students should practice this strategy, which helps them to become more aware of their own thinking while reading.

Sketching My Way Through the Text

This is an alternative form of note-taking in which students draw symbols, cartoons, stick figures, or anything which can help them recall the information in the text. The emphasis in this form of note-taking is nonlinguistic representation of information.

Double-Entry Note-Taking

Students divide a sheet of paper into two parts. On one side, they record notes from the text. The other side can be used for many purposes. One purpose is to write questions that should be answered from the text to guide note-taking. Another would be to record personal responses to the information or to make connections to something already learned. Students can also summarize the text that they have read in a short paragraph at the bottom of the other column.

Post Reading • Help students

reflect on their reading

• Help students clarify the main idea

Exit Slips or 3-2-1 Before students can leave class, require them to turn in an “exit slip” recording something important that they have learned from their reading. One form of an exit slip is 3-2-1, which asks students to write down 3 important facts they learned, 2 key vocabulary concepts in their reading, and 1 big idea that encompasses the entire reading. The 3-2-1 can be modified to


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• Help students share their reading

• Help students to analyze, synthesize, and evaluate the text

• Help students make connections between themselves, the text, other texts, and the world

do other tasks from reading and is designed primarily for the teacher to take stock of what students learned. It is not for a grade.

Written Conversation

In this activity, students take turns writing their thoughts about a text rather than sharing them orally. Each student writes down a response to the text and then trades with a partner. Each student responds to his or her partner’s thoughts by writing a response. The conversation keeps going until the teacher calls for the papers to be turned in (not for a grade) or for a whole-class oral discussion.

RAFT

A RAFT is a writing assignment in which students take a ROLE, writing to an AUDIENCE, in a specific FORMAT, on a specific TOPIC that relates to the reading. For example, students reading about the dropping of the atomic bomb on Hiroshima in 1945 might be asked to write a letter as Albert Einstein to President Truman on the uses of nuclear technology. RAFT works best when there are several choices for students to pick from, so another example might be an editorial from a NY Times staff writer to the public on rumors of an American secret weapon that could end the war.

Dramatic Re-Write

After reading a text, ask students to write a reader’s theater version of the text to be performed in class.

Get in Character

After reading a text, ask students to take the role of a character or even a non-human object from the reading and write a monologue, journal entry, or some other form of writing from the perspective of that character. An example of a non-human object would be to ask students to assume the role of the bubonic plague and describe how you have affected the course of European history.

BIOPOEM

A Biopoem consists of eleven lines that describe a character from a text. The lines can be changed to suit the purposes of the class. Here is a standard layout for a biopoem: Line 1 name Line 2 four traits that describe the character Line 3 relative of. . . . Line 4 lover of (list three things or people) Line 5 who feels (3 items) Line 6 who needs (3 items) Line 7 who fears (3 items) Line 8 who gives (3 items) Line 9 who would like to see (3 items) Line 10 resident of Line 11 last name To require students to think more historically, teachers can


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substitute lines and use such phrases as “who changed the course of history by,” “who should be remembered because,” or “who believed in. . . .”

Using Thinking Maps to Teach Comprehension Thinking Maps are an excellent tool for building reading comprehension. Because the graphic organizers can help students sort and prioritize information from the text, they help students focus on the main ideas. A very commonly used Thinking Map with reading support is the Tree Map, whose branches can be used to organize information about the chunks of information located under each heading in a text. Because different types of texts suggest different Thinking Maps, the next section will discuss text types and suggest Thinking Maps that support each type.

Informational Text Patterns Every text that we read has a layout or pattern that is generally common to the purpose of that text. These patterns, if the reader is aware of them, can help in promoting comprehension because they indicate what information is likely to appear in each kind of text. For instance, a text that discusses cause and effect relationships will use certain words and phrases to indicate that some event or events led to others. If these words (such as caused, led to, influenced, made possible, etc.) are recognized as cause-effect words, then the reader will understand what the passage is trying to say without getting lost in superfluous details. It is important to note that social studies texts weave together many different types of text structures within the same section and sometimes even within the same paragraph. A paragraph might start out with a description of the event but then end with a discussion of its causes and effects. Very often, discussions of cause and effect involve chronological text structures since, by their very nature, causes appear before the effects. Students will, therefore, need explicit guidance in reading some of the most complicated texts in order to separate out the most important ideas. Below you will find charts of the most common text structures, trigger words that indicate that they are being used, and suggested Thinking Maps for each.


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Problem/Solution

Questions:

• What is the problem?

• What are the limits on resources?

• What are possible solutions?

• How effective is each solution?

Signal Words:

• for example

• above all

• granted that

• suggests

• indicates

• problem

• solution

• solves

• conclude that

• fix

• issue

• remedy

• resolve

Cause/Effect

Questions:

• What is the event?

• What are the causes?

• Are some causes more important than others?

• What are the effects?

• Are some effects more important than others?

Signal Words:

• because

• since

• resulted

• created

• accordingly

• this leads to

• then

• therefore

• as a result

• so

• thus

• due to

• give rise to

Comparison

Questions:

• What are the features of the objects?

• How are they alike?

• How are they different?

• What conclusions can be drawn from the comparison?

Signal Words:

• also

• compared to

• like

• similarly

• than

• as well as

• in the same way

• conversely

• likewise

• in contrast to

• differing from

Description

Questions:

• What is the object?

• What are its attributes?

• Where can it be found?

• Describe it with the five senses.

• What is its classification?

• Signal Words:

• above

• as in

• between

• looks like

• outside

• appears to be

• in front of

• on the left/right

• such as

• also

• further

• moreover

• besides


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Persuasion

Questions:

• What are you

trying to prove?

• What facts

support your

ideas?

• Is the

conclusion

logical?

• Can the

opposite be

argued?

• Signal Words:

• because

• for this reason

• therefore

• in conclusion

• so that

• since

Chronology/Procedure

Questions:

• What is the topic?

• How did it begin?

• When did it begin?

• What happened to it over time?

• What are the steps to follow?

• How did it end?

• Signal Words:

• finally

• first

• afterwards

• before

• second

• next

• meanwhile

• then

• last

• presently

• to begin

• previously

• later

Concept/Definition

Questions:

• What is the

concept?

• How is it

defined?

• What are

examples?

• What are non-

examples?

• To what

category does

it belong?

• Signal Words:

• for example

• specifically

• for instance

• such as

• which is

• like

• additionally

• typically


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A Balanced Reading Diet Textbooks, Textbooks, Textbooks. It seems that schools were designed for the sole purpose of keeping textbook companies in business. While it is important that students learn to read a textbook, they must be exposed to other types of writing. Articles, newspaper accounts, primary sources, brochures, web-based materials, and other types of texts comprise the types of texts that students will have to read in their lives beyond school. It is important to acquaint students with these sources so that they will have practice with all types of writing. It is important to note here that the definition of text includes non-print materials such as photographs, documentaries, videos, and even artifacts. Students must learn techniques for interpreting these materials as well as for reading a good old-fashioned paragraph. Visual and digital literacy is just as important in the 21st century as text-bound literacy has been since the invention of movable type. Plan to include these various types of materials in your teaching repertoire and give students practice with analyzing and evaluating a wide variety of print and non-print materials.

Practices to Increase/Practices to Decrease Finally, to summarize what is known about reading instruction and especially content-area reading instruction, peruse the following chart that clarifies the practices that need to be increased as well as those that need to be eliminated in reading.

Increase Decrease

Students should be reading a wide-range of real materials, both print and non-print.

Students should not be relying on textbooks for all of their reading.

Teachers should engage in teaching reading strategies to help students navigate texts.

Teachers should not be merely assigning reading, hoping that “the students will get something out of it.”

Students should have choices in what the read.

Students should not be limited to an approved list or only the “classics.”

Students should have more opportunities to read in class.

Students should not have to do all of their reading outside of class.

Students should be discussing their readings in small groups.

Discussions of texts should not be limited to whole-class discussions.

Students should practice reading as a community, sharing reading of texts and what they learn with each other.

Students should not be limited to reading as a individual activity where they are not allowed to share their learning with others.

Students should be reading multiple works. Students should not spend many weeks on a single work.


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Performance Assessment

��What are Performance Assessments? By their very name, performance assessments imply that students are doing a complex task. The focus of a performance assessment is to see how well a student can apply his or her knowledge of content by using the skills that he or she has learned. The best performance assessments have several strong characteristics:

• They mirror real-world tasks.

• They require the student to take on a role with an audience.

• They involve the sophisticated use of content knowledge.

• They require the student to demonstrate knowledge of discipline-specific skills.

• They allow students to personalize the task by involving student choice in the content or the product.

• They allow students to see the grading criteria and performance standards at the beginning of the task.

• They focus on important issues.

• They involve rigorous work.

Each characteristic must be present in order for the performance task to have meaning and value as a tool for uncovering what students really know, understand, and can do. Let us look at each characteristic individually to explore what it means.

They mirror real-world tasks. A good performance assessment asks the student to use the content knowledge in the same way that an expert in that field would use it. Obviously, we do not expect students to have the same level of sophistication that an expert would have. Yet, the performance tasks can mirror or mimic what an expert would do. They require the student to take on a role with an audience. The student must act as though he or she is performing the same role as an expert in the field. In a way, this prepares students for the real-world by giving them the opportunity to practice what experts really do in each content area. The student learns to see the task as the expert would see it, and considering the potential audience makes the student learn how to shape products for different groups. They involve the sophisticated use of content knowledge. Students in a performance assessment are not asked merely to regurgitate facts. Instead, they must analyze, synthesize, and evaluate content material at a deep level to show that they have more than memorized the content. They require the student to demonstrate knowledge of discipline-specific skills. Students must not only show that they have a deep understanding of content, but that they have the skills to use that content. Reading, writing, and speaking skills are necessary for students to effectively communicate information. Skills which are specific to a discipline—such as analyzing primary sources or understanding causation—are also required in a good performance assessment. They allow students to personalize the task by involving student choice in the content or the product. A good performance assessment will allow a student to have some choice in how the product is chosen or completed. Students must be given the opportunity to choose what topics interest them, as well as how they present the information. This will require students and teachers to consult to make the best choices for students by encouraging them to pick rigorous topics or products that would stretch the students’ abilities.


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They allow students to see the grading criteria and performance standards at the beginning of the task. It is critical that students understand the grading criteria and standards for the tasks at the beginning of the task. This means handing out rubrics and/or showing exemplars of excellent work to give students guides for improving their performance. They focus on important issues. A good performance task must focus on the issues that are critical and central to that discipline. Sometimes, assigned projects cover “favorite topics” that are not central to the Standard Course of Study and do not provide students with the content knowledge necessary for mastery of the course. They involve rigorous work. Rigor is different for every child. What one student thinks is easy, another might find difficult. Therefore, it is important to encourage students to engage in work that will stretch their abilities. Yet, there has to be a minimum standard for rigor in selecting performance tasks – if the task asks students to do something that is considered to have been part of an earlier grade level, then the task should be re-evaluated.

��How do you design a performance task? There are several steps in designing a performance task. Here are questions to ask for each of the steps. 1. Select an objective to be measured by the performance task.

• What content does the objective measure?

• If a student has mastered this objective, what would that look like? 2. Write out the expected content learning outcomes for the task.

• What are the most important facts that a student must know for this task?

• What big ideas and generalizations should a student show in the task? 3. Write out the expected skill learning outcomes for the task.

• What skills should this task measure? Reading, writing, speaking?

• Do the skills in the task align with the content? 4. Brainstorm a task that tests the content and skills together.

• What is a possible project that could be used?

• What projects have you used before that could be re-evaluated? 5. Use GRASPS to frame the performance expectations.

Select an objectiveobjectiveobjectiveobjective to be measured by the performance task.

Write out the expected contentcontentcontentcontent learning outcomes for the task.

Write out the expected skill skill skill skill learning outcomes for the task.

Brainstorm a task task task task that tests the content and the skills together.

Use GRASPSGRASPSGRASPSGRASPS to frame the performance expectations.

Use the 6 Facets of 6 Facets of 6 Facets of 6 Facets of UnderstandingUnderstandingUnderstandingUnderstanding to check for depth and rigor.

Write a rubricrubricrubricrubric that guides students to a successful performance.


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• Does the project mirror a real-world task?

• Does the project ask the student to mimic the role of an expert? 6. Use the 6 Facets of Understanding to check for depth and rigor.

• Does the project ask students to regurgitate memorized information?

• Does the project involve deep understanding of the content? 7. Write a rubric that guides students to a successful performance.

• Is the rubric clear and understandable?

• Could students use the rubric to self-evaluate their progress? An important tool for framing a performance assessment is GRASPS. It helps to make sure that the task is authentic and real-world. The following stem statements can help teachers write a good performance task.

Goal The central problem in the task.

Your task is to ________ The goal is to ________ The problem or challenge is _______ The obstacles to overcome are ______

Role The “character” the student plays.

You are _______ You have been asked to ______ Your job is ______

Audience The group who receives the performance.

Your clients are _______ The target audience is _______ You need to convince ________

Situation The circumstances in which the performance must take place.

The context you find yourself in is ______ The challenge involves dealing with ______

Product, Performance, Purpose The outcome and the reason for doing it.

You will create a ______ in order to ______ You need to develop _____ so that ______

Standards and Criteria for Success The measures of a good product or performance.

Your performance must ________ Your work will be judged by _______ Your product must meet the following standards ________ A successful result will ______

However, a performance assessment can be designed using GRASPS and yet there can be very little rigor in the performance. Consider the following example:

You are opening a new museum on the Civil War designed to inform and engage young people.

Your task is to select a decisive Civil War battle, research the battle, and construct a diorama of

the battle. Attach an index card to your diorama containing the date of the battle, the names of the

opposing generals, the number of casualties on each side, and the victor. Finally, create a

topographical map to show an aerial view of the battlefield. Your map must be drawn to scale.

Spelling and neatness count.

While the project might be fun and engaging, the student is not being required to analyze the causes of the war, the significance of the battle or even a series of battles, or to consider the outcome of the war. It is likely that the student will spend an inordinate amount of time working on the diorama and have a very


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limited understanding of the war at the end of the project. A useful tool for checking for rigor in a performance task is to apply the 6 Facets of Understanding to the task. These 6 facets describe the depth that needs to be in an authentic assessment in order for it to truly measure deep understanding. The following graphic organizer illustrates the 6 Facets of Understanding and is followed by examples of what each facet would mean in a social studies project.

Here are some examples for a possible project on slavery.

Explanation In an essay, explain how the cotton gin ensured the growth of southern slavery.

Interpretation In an oral presentation, highlight the debate over the legacy of slavery in America.

Application Does slavery still exist? If so, where? Create a documentary on this topic.

Perspective Compare abolitionist tracts to pro-slavery literature in a brochure on the subject.

Empathy Perform or dramatize a spiritual that was about slaves escaping. Explain the meaning behind the spiritual.

Self-Knowledge Write an essay that answers the questions “Am I enslaved? To what?”

Consider the following example which combines all of the facets and GRASPS into one meaningful project:

The Public Broadcasting System (PBS) is doing a documentary on the history of North Carolina in

the period from 1860 to 1870. To prepare the publicity for the program, copies of hypothetical

documents by North Carolina citizens during this time are needed. (GOAL)

Six Six Six Six FacetsFacetsFacetsFacets

ExplanationExplanationExplanationExplanation Knowledgeable account of events,

actions, and ideas

What are the facts? How does it work? Why is it that way?

To what is this connected? How can we prove it? What explains this?

InterpretationInterpretationInterpretationInterpretation Providing meaning for events, actions, and

ideas

Why does it matter? What does it say about the human

experience?

PerspectivePerspectivePerspectivePerspective Critical and insightful points of view

about events, actions, and ideas

What are the views on this subject?

What are the assumptions? What evidence supports each

view?

What are my limits?

What clouds my judgment? What are my biases?

Knowing one’s own ignorance,

limitations, and biases

SelfSelfSelfSelf----KnowledgeKnowledgeKnowledgeKnowledge

EmpathyEmpathyEmpathyEmpathy Seeing a point of view from the inside

What do you think, feel, and

believe? What do I need to

experience in order to understand fully?

ApplicationApplicationApplicationApplication Use of knowledge in new situations and

diverse contexts

Where can this knowledge be used?

How can I change it to fit new situations?


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You are a local historian (ROLE; EMPATHY); the public relations department for the producers

of this program have hired you. You have been contracted to write a speech and a diary entry,

both as might have been written by one person at two different points in time. They want you to

write from the perspective of a person of your choosing in North Carolina immediately prior to the

Civil War (EXPLANATION; INTERPRETATION; PERSPECTIVE; APPLICATION). The first

commentary will be a speech delivered on the eve of secession (PRODUCT). It should set for the

position of this person on the issue of secession. It should be historically justified and engaging to

the audience (AUDIENCE) it was intended for. (SITUATION)

The second piece will be a diary entry, written by the same person in 1867 (PRODUCT). This

should be a reflective piece commenting on the wisdom of the stand taken in the original speech.

The reflection should take into account the values of this person and the consequences of the Civil

War to the person and his or her family (EXPLANATION; INTERPRETATION;

PERSPECTIVE; APPLICATION). Here the narrative should be historically justified and

engaging (STANDARDS) to the audience that the producers of the documentary are trying to

attract as viewers. (SITUATION)

Since the producers are not historians, they have also asked you to write a third commentary, this

one setting out the historical rationale for the two documents and why you chose the person you

selected (INTERPRETATION; SELF-KNOWLEDGE). You realize that this piece will have to be

persuasive and clear. (STANDARDS) The contract calls for the submission of these three

documents in two weeks.

Using the 6 Facets of Understanding and GRASPS to frame a task can be a powerful way of making sure that the task if authentic and rigorous.

��How does a teacher prepare students for a Performance Assessment? It is important to realize that a teacher cannot handout a sheet detailing and project and expect good results if students are never shown how to do good work. The important skills that are demanded in the performance assessment must be taught so that students have the opportunity to practice them before a final project is due. If the project requires an oral presentation, then students must have time before the final due date to practice oral presentation skills. And teachers must provide meaningful feedback to students so that they can learn to be better at whatever skill the assessment measures. There are several specific steps teachers can take to ensure that students will be successful on a performance assessment.

Step 1 – Give clear directions and goals.

Teachers should provide a clear set of directions for the project at the beginning of a unit of study. These directions should describe the project, the intended outcomes, any due dates for checking on progress, and the standards for a good project.

Step 2 – Establish specific times for monitoring student progress.

Set dates in advance where students are required to submit drafts in order to get feedback on their performance.

Step 3 – Use feedback to guide progress.

Students, using rubrics, can self-evaluate their own work as well as critique the work of their peers. Teachers must monitor to this process, making sure that students understand the criteria for the project and are faithfully evaluating themselves and others. Teachers can also give feedback using rubrics, written comments, or during one-on-one interviews with students. The feedback should be specific, telling students what was acceptable in their work, what was not


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acceptable, and how to improve.

Step 4 – Address student difficulties in mini-lessons.

If surveys of draft work show a particular weakness in an area, teachers can do mini-lessons on that particular issue for the entire class. A mini-lesson might include specific ways to avoid making mistakes, a more detailed explanation of the expectations for the project, or the use of example work to illustrate how the project should be completed.

Step 5 – Use exemplars to illustrate quality work.

Provide, whenever possible, samples of good work that show a range of possibilities. Do not show just one sample as it will tend to limit students’ thinking and creativity. Whenever possible, find three samples for each level on the rubric used to evaluate the project.

��What does student choice have to do with performance assessments? If the goal of education is to make life-long learners who are responsible for their own learning, then it stands to reason that some element of choice should be introduced into any major assessment so that the student has a vested interest in the outcome. There are a number of ways to introduce choice into assessments. Choice in Content – Whenever possible, allow students to suggest their own topics for investigation or select their own research questions. This often requires teacher guidance so that a student does not select something that is trivial or too easy. Teachers can provide suggested lists of topics and ideas, but should be open to additional ones. Choice in Process – How the student goes about doing the project may be negotiated with the teacher. This process of negotiation might include flexible deadlines – after all, in the real world, deadlines are negotiated because the interest is largely in a quality product and not necessarily always meeting time constraints. This process might also include using outside experts or source material beyond what is required in the project. If the student can show a reasonable justification for deviation from the project rules, and if this deviation does not reduce the rigor or challenge in the project, then teachers should be willing to listen. Both parties can write up the proposals in the form of a contract, which holds the student responsible for the choices he or she makes. Choice in Product – Students may show aptitude in certain areas and wish to display their learning in forms other than written. This should be negotiated with the student as well, since there are occasions when a written product should be demanded from all because it is an essential skill to learn. But if there is room for choice, then the teacher and the student can write up a contract to lay out how the learning will be delivered. It is important to remember in all of this that students should have the right to fail and learn from their mistakes. This is a part of life. Students must be encouraged to self-evaluate so that when they encounter difficulties or find that some choice they made did not go as planned, they will not quit the project. Provide guidance and be flexible to ask them to consider what went wrong and how it can be fixed.

��What is the best way to score a performance assessment?

The soundest method for scoring a performance assessment is to use a rubric. Unfortunately, the quality of rubrics available varies widely and it is often difficult to find a useful rubric that will clearly communicate how well the student has performed. There are several considerations when selecting and designing rubrics.


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Is the rubric analytic or holistic?

An analytic rubric judges specific traits of a product and gives points for each trait. The points are then added up to produce a total score. Analytic rubrics are great for giving solid feedback to students and they are good for multi-part, complex products. Their major drawback is that they are time-consuming to develop and use. A holistic rubric judges the product as a whole and assigns one “overall” score for the product. Rather than judging every specific part of the project, the judge sees the entire result, making this type of rubric useful for evaluating large-scale assessments (such as AP exams). They provide less specific feedback, but take less time to make and use.

10 Points 7 Points 4 Points 0 Points

Functions correct and complete Kingdoms correctly identified

Functions correct Kingdoms incorrect

Functions and Kingdoms not complete or not correct

No functions or kingdoms

A. Cell Parts Data Table

Answers show understanding of organelle functions

Answers show some understanding of functions

Answers copies from book and show no understanding

No answers

Accurate, informative, and easily interpreted

Accurate and informative

Inaccurate and hard to interpret

No model

3-D and able to be displayed appropriately

Not 3-D or cannot be displayed appropriately

Not 3-D and cannot be displayed appropriately

No model

B. Model

Creative, materials correspond to functions or structure

Creative, materials somewhat correspond to structure or function

Somewhat creative or materials don’t correspond to structure or function

No model

C. Intro to Graphing

All problems completed, answers show understanding of graphing process

All problems completed, answers show some understanding of graphing process

Problems completed

Problems not completed

Totals

An Analytic An Analytic An Analytic An Analytic RubricRubricRubricRubric


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The 8-9 Essay:

• contains a well-developed thesis that addresses the effectiveness of the Roosevelt administration’s responses to the problems of the Great Depression and how these responses changed the role of the federal government

• presents a strong analysis of several responses to the problems of the Great Depression, evaluates their effectiveness and discusses changes in the role of the federal government

• uses effectively a substantial number of documents

• supports thesis with substantial and relevant outside information

• may contain minor errors

• is clearly organized and well written The 5-7 Essay:

• contains a thesis that identifies the effectiveness of the Roosevelt administration’s responses to the problems of the Great Depression and provides some connection to the changing role of the federal government

• states some responses to the problems of the Great Depression with limited analysis of their effectiveness, and with some connection to the changing role of the federal government

• uses effectively some documents

• supports thesis with outside information

• may have errors that do not seriously detract from the quality of the essay

• shows acceptable organization and writing, language err The 2-4 Essay:

• contains a limited or underdeveloped thesis

• responds to the question in a general manner; simplistic treatment of responses to the problems of the Great Depression, and/or simplistic presentation on the changing role of the federal government

• merely refers to, quotes, or briefly cites documents

• contains little outside information that is inaccurate or irrelevant

• may have major errors

• may be poorly organized and/or written The 0-1 Essay:

• lacks a thesis or simply restates the question

• demonstrates an incompetent or inappropriate response

• has little or no understanding of the documents, or ignores them completely

• has substantial factual errors

• is poorly organized, and/or poorly written The – Essay:

• is completely blank or off topic

��What are the criteria to judge the product? The criteria are the standards on which the product will be graded. In general, most criteria include several key components:

• Content – the information used in the product (facts, details, generalizations)

• Quality – how well the product was put together (grammar, neatness, layout)

• Process – how well the work was completed (deadlines, use of sources, time management, interaction with group)

• Impact – how the product as a whole worked together to inform or persuade an audience There are a wide variety of criteria on which to judge projects and most of these criteria depend on the type of project assigned. The specific criteria for a powerpoint would be different from a formal paper just as speech would have different criteria than a brochure.

A Holistic A Holistic A Holistic A Holistic RubricRubricRubricRubric


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��What are the levels of performance for a product? After selecting criteria for evaluating a product, it is important to decide how many levels of performance there will be. In this regard, it is best to have a scale that has an even set of numbers (i.e., 1-4, 1-6, 1-8, etc.) because odd-numbered scales create a tendency for teachers to use the middle score far too often (this is called regression to the mean). A typical set of levels would include: 0 – for work not completed or for elements missing 1 – for work that has major errors and demonstrates a need for thorough revision 2 – for work that has a few major errors and is developing 3 – for work that has met the minimal requirements of the project 4 – for outstanding or superior work with very few errors Some teachers choose to label these levels (below standard, at standard, exceeds standard, developing, intermediate, proficient, advanced, etc.) but others choose to use numbers only. One danger in using labels that is overly negative labels (e.g. “minimally competent,” “abysmal,” or “unacceptable”) can often discourage students and cause them to adopt the labels as fixed, accurate depictions of themselves. One note on the number of levels: when designing an analytic rubric, the greater the number of levels, the larger and more complicated the rubric. While a larger number of levels gives the teacher finer discrimination between levels of performance, it can be unwieldy to use. Be aware of the trade-offs and issues involved when selecting the number of levels for a rubric.

��How does one write the descriptions for each level of performance? It is best to start with the standard level of performance. What are the minimum expectations for each criterion listed? What would an acceptable product or performance look like? Try writing a description of this acceptable product or performance. Then work up to the next level by describing a product that goes above and beyond the minimum requirements. Then work down by describing products that get progressively weaker. Keep your descriptions parallel. If the acceptable performance says “thesis is solid and defendable” then the other levels must reference the thesis as well. Here is an example of a parallel set of descriptions:

1 2 3 4

Thesis is unclear and unfocused such that it is nearly impossible to be defended.

Thesis is weak, leaving doubt as to its ability to be defended.

Thesis is defendable. Thesis is imaginative, creative, or unique as well as defendable.

A common snag in writing descriptions is the use of adjectives that leave doubts about the quality of work desired. In the examples above, a level two thesis is described as “weak.” What exactly does “weak” mean? These descriptors may still not provide enough help to students seeking to understand what each level of performance means in the real world. This requires the teacher to thoroughly explain and demonstrate what such terms as “weak” and “outstanding” mean.

��Tips for Using and Designing Rubrics

Tip 1 Use the same rubric for similar activities (all writing assignments should be evaluated using the same rubric). This allows students to see their progress over time on the same standards.

Tip 2 Write rubrics in student-friendly language. Do not assume that students know what you mean.


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Tip 3 Provide the rubric at the beginning of the project and go through it to give students a thorough knowledge of the expectations. Periodically review the rubric as students work on the project to draw them back to the standards.

Tip 4 Allow students to self and peer assess with rubrics. Students should practice evaluating their own work and the work of others so that they gain a deeper understanding of the requirement of the project.

Tip 5 Show students exemplars. Provide samples of work at each of the levels of performance so that students can “see” and “touch” a level 1, 2, 3, or 4 project. If you save multiple exemplars for each level, it will discourage students from merely copying one sample.

Tip 6 Separate the grading scale from the rubric. When using the rubric, students should be focused on creating an excellent product, not on merely attaining a grade.

Invest some time in gathering and creating excellent rubrics that you can use repeatedly. Each time you design a new project, design or find a rubric to use with that project and, over time, you will build a collection of rubrics. But, don’t forget that no rubric ever replaces the genuine comments and constructive feedback that you, as a teacher, can provide. Conferencing with students about their work is a great way to convey helpful information about student progress and to build relationships.

��What are Possible Products? Here is a list of products and performances that can be customized to create a specific project. Simply choose a product or performance and then apply to a period of time or a topic (or let students choose).

Written Products Oral Products Visual Products

• advertisement

• biography

• book report/review

• brochure

• editorial

• essay

• experiment report

• historical fiction

• journal

• letter

• log

• magazine article

• memorandum

• newspaper article

• play

• poem

• position paper

• proposal

• research paper

• script

• story

• test

• audiotape

• conversation

• debate

• discussion

• dramatic reading

• dramatization

• interview

• oral presentation

• poetry reading

• puppet show

• radio script

• rap

• skit

• song

• speech

• teach a lesson

• advertisement

• banner

• cartoon

• collage

• computer graphic

• data display

• design

• diagram

• diorama

• drawing

• filmstrip

• flyer

• game

• graph

• map

• model

• painting

• photograph

• poster

• powerpoint

• questionnaire

• scrapbook

• sculpture

• storyboard

• video

• web site


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World History Suggested Pacing

Unit Objectives Days The Ancient World 1.01, 1.02, 1.03, 1.04, 1.05, 1.06

2.01 8.01, 8.03, 8.06

7

Ancient Greece 1.01, 1.02, 1.03, 1.04, 1.05, 1.06 2.02

6

Ancient Rome 1.01, 1.02, 1.03, 1.04, 1.05, 1.06 2.03

5

Early India and China 1.01, 1.02, 1.03, 1.04, 1.05, 1.06 2.04, 2.05 6.01 8.02

5

Islam and Africa 1.01, 1.02, 1.03, 1.04, 1.05, 1.06 2.06, 2.07 8.02

5

Medieval Europe 1.01, 1.02, 1.03, 1.04, 1.05, 1.06 3.02 8.02

5

China, Japan, Ottoman Empire, India 1.01, 1.02, 1.03, 1.04, 1.05, 1.06 2.05, 3.01 8.02

4

North and South American Civilizations 1.01, 1.02, 1.03, 1.04, 1.05, 1.06 2.08

4

Midterm

Renaissance and Protestant Reformation 1.01, 1.02, 1.03, 1.04, 1.05, 1.06 3.03 8.03

5

Wars of Religion, Absolutism, Colonization 1.01, 1.02, 1.03, 1.04, 1.05, 1.06 3.03, 3.04, 3.05, 3.06, 3.07 6.01

6

Revolutions in Science, the Enlightenment, American and French Revolutions

1.01, 1.02, 1.03, 1.04, 1.05, 1.06 4.01, 4.02 7.01, 7.02

6

Industrial Revolution, Nationalism, and 19th

Century Society 1.01, 1.02, 1.03, 1.04, 1.05, 1.06 3.05, 3.07 4.02, 4.03, 4.05 6.03 7.03

6

Imperialism, WWI, and the 1920s 1.01, 1.02, 1.03, 1.04, 1.05, 1.06 4.04, 5.01, 5.02 6.04 8.03

8

Colonialism, WWII, and the Cold War 1.01, 1.02, 1.03, 1.04, 1.05, 1.06 4.02, 4.05 5.03, 5.04, 5.05 6.02, 6.04 8.03

5

Post-WWII Societies – Global Changes 1.01, 1.02, 1.03, 1.04, 1.05, 1.06 6.04, 6.05, 6.06 7.01, 7.02, 7.04 8.04, 8.05, 8.06

5


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