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World history grade 10 Syllabus 2014-15 Janet Glass

Unit I World ReligionsReadings in classTextbook, Modern World History: Patterns of InteractionLibrary research

Essential questions: What is religion? Why are there different religions? What do the various world religions have in common in terms of ideas or practice? Describe what makes world religions different. How do religious beliefs shape world cultures?

Common Core StandardsSpeaking and ListeningCCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

New Mexico State Standards: Strand VI: SOCIAL STUDIES SKILLSContent Standard: The student uses critical thinking skills to understand and communicate historical information.Benchmarks: A. The student uses critical thinking skills to understand and communicate perspectives of individuals, groups, and societies from multiple contexts.B. The student analyzes, synthesizes, and evaluates historical information.

Applies the research process (APS – LA – VI.9.5; NMSS –ID.1-7). choosing and narrowing a topic conducting a preliminary search defining the research question developing a working bibliography finding sources in a library or the internet

Organize and analyze information (NMCR – 5E, F; NMSS-ID.1-7). finding the main idea sequencing, categorizing, and generalizing

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Learning Goals: students will learn about the world’s major religions in terms of their basic belief systems and historical development. A key feature is understanding the influence of religious beliefs on political and economic history.

Relevance: students are to gain an overview of major world religions as an introduction to world history.

MaterialsTextbookLibrary sources: books and online data basesCharts on world religions Student chart Maps on geographical distribution of world religionsMovie on world religions

Formative Assessment1. Teacher/student discussions as the students research a world religion in the

library; discussions are with each group and individuals.2. Students will be evaluated on the thoroughness of their charts and quality of their

group discussions.3. Write a compare and contrast essay.

Procedures and Activities1. Students use the textbook to research basic aspects of each religion.2. In small groups, students research an aspect of a major world religion

according to their chart and add more in depth information.3. Students will discuss their world religions in their group in preparation for

their presentation to the class.

Access for all: Library resources are at many different reading levels.

Modifications: none needed as of now. I have received no modifications for students in most of my classes.

Unit II The Muslim World Expands 1300-1700 Essential Questions: What is a “golden age?” What were the important contributions of the Islamic empires to the world from 1300- 1700?

Common Core Standards

Speaking and WritingCCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.Writing CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

CCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CCSS.ELA-Literacy.W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

CCSS.ELA-Literacy.W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

New Mexico State StandardsStrand I: THE EMERGENCE OF THE FIRST GLOBAL AGE 1450-1770Content Standard: The student analyzes and understands how global societies experienced political, cultural, economic, and social transformations.Benchmark: the student analyzes the consequences of global encounters upon non-European societies.

Explains how Southeast Europe and Southwest Asia became unified under the Ottoman Empire (NM-IC.5; NM-II-B.1; NSH- Era 6-3B).

Recognizes the rise of the Safavid and Mughal empires (NM-IC.6;

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NM-II-B.2; NSH- Era 6-3C).Explains the encounters between Europeans and peoples of Sub-Saharan Africa, Asia, and the Americas in the late 15th and early 16th centuries

Learning Goals: to study the growth and impact of three Muslim empires, especially the Ottoman empire.

Relevance: It is important for the students to understand the background of the Muslim world in regard to globalization in the period after the Crusades and the revival of learning during the Renaissance. Students will also better understand the background of the Middle East which has been a key area of conflict since 1945.

Assessment:Homework outlinesChart students fill one out – aligned with critical thinking handout for comparison and contrast essayPEST Chart (Political, Economic, Social, Technlogical) of each empireCompare/contrast graphic organizer of the three Islamic empiresMap: world map of various Islamic empiresCompare and contrast essay comparing two rulers.Chapter test: multiple choice

Procedures and ActivitiesSnapshot map: the world in 13001. Students will watch movie Islam: Empire of Faith, tape #2 on the Ottoman

empire with some questions: Who were the Ottomans and how did they frighten Europe?

2. Compare and contrast essay Compare two rulers from a different Islamic empires, Ottoman, Safavid, Mughal in their golden age. Golden age refers to the high point of the empire- greatest achievements in politics, society, and arts.

Write about A and B. A. Why does the label golden age apply to all three?

a. Give 2 examples from each empire.B. B. How did the empires/rulers make the “golden age” occur? (Suleyman, Abbas,

Akbar) basically- what were their actions or policies? Perhaps the three rulers did the same things?

MaterialsTextbook chapter 2Chart of three empiresMap of the worldMovie Islam: Empire of Faith

Primary sources on Akbar and Suleyman

The Ottomans in Europe by Geoffrey Woodward ( secondary source)John Green Crash course of world history ( You Tube) Review for test

Unit III Renaissance and Reformation

Essential Questions:Why did the Renaissance begin in Italy?How does the Black death change Europe politically, socially, economically?How does major works of art of the Renaissance reflect both religious views and humanism?How does humanism develop in Europe?How does the new technology of the printing press encourage new ideas and education?How does the humanism help spur the Protestant Reformation?How did the Protestant Reformation spur the Catholic Reformation?

Common Core StandardsSpeaking and Writing

CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

New Mexico State StandardsStrand I: THE EMERGENCE OF THE FIRST GLOBAL AGE 1450-1770Content Standard: The student analyzes and understands how global societies experienced political, cultural, economic, and social transformations.Benchmark: the student analyzes and interprets the development of western thought.

Recognizes demographic, economic, and social trends in Europe (NM-IC.4, IIE; NSH- Era 6-2A).

Identifies the literary and artistic achievements of the Renaissance (NM-IC.1.1; NM-I-D.3; NSH- Era 6-2B).

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Analyzes the beliefs and ideas of the leaders of the Protestant Reformation, and the aims and policies of the Catholic Reformation (NM-IC.1,

NM-I-D.4; NSH- Era 6-2B).

Learning Goals: Students will understand the connection between religious and political changes of the time period and how they began the modern age.

Relevance: Study of the Renaissance demonstrates the resurgence of education and the growing importance of literacy in the modern world?

Assessment: Completion of homework outlinesTaking class notesGraphic organizers analyzing legacy of Renaissance and Protestant ReformationGroup discussion of essential questionsAnalysis of Renaissance art with a partner Unit exam with multiple choice questions and essay question.Students will write an essay in class about the Renaissance or Protestant Reformation:

-Discuss the legacy of the Renaissance on Europe.-Discuss the causes of the Protestant Reformation in Europe. -Describe the effect of the Protestant Reformation on England and Europe.-Compare and contrast the Protestant Reformation with the Catholic Reformation

MaterialsPictures of Michelangelo and Da VinciNational Geographic overheads of artNinety-Five Theses of Martin Luther (Primary source selections)

Procedures and ActivitiesNotes on crusadesArt lab using pictures of Renaissance artistsNote takingWriting all vocabularyReading primary sources from RenaissanceChart of Reformation thinkersCritical thinking overhead #17

Access: All students have a text book and access to classroom materials. Students work with a partner for comparisons of art and primary sources.

Modifications: Students will be using materials that are both written and visual. Group work and collaborative discussion are part of this unit. Follow IEPs as per student.An Age of Explorations and Isolation 1400-1800

Essential Questions: How did the people of the Indian Ocean trade before the Europeans came? What were the cultural and political effects of this interaction? Why did the Europeans want to trade with Asia? How did technology help Europeans break into this market? Why did China and Japan withdraw into isolation?

Common Core Learning Standards

Reading CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details;

Reading and Research CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.


New Mexico State StandardsStrand I: THE EMERGENCE OF THE FIRST GLOBAL AGE 1450-1770Content Standard: The student analyzes and understands how global societies experienced political, cultural, economic, and social transformations.Benchmark A: the student analyzes and interprets the development of western thought.Benchmark B: the student analyzes the consequences of global encounters upon non-European societies.

Describes the origins and consequences of European overseas expansion(e.g., motives, wider trade base, discovery of new technologies) in the 15th and 16th centuries (NM-IC.2, II-E.3; NSH-Era 6-1A).



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Explains the encounters between Europeans and peoples of Sub-Saharan Africa, Asia, and the Americas in the late 15th and early 16th centuries

(NM-IC.2; NM-II-F.3; NSH-Era 6-1B). Identifies the consequences of the worldwide exchange of flora, fauna, and pathogens (e.g., new disease micro-organisms) (NM-I.2, II-F; NSH- Era 6-1C).Recognizes demographic, economic, and social trends in Europe (NM-IC.4, IIE; NSH- Era 6-2A).

Learning Goals: to learn about the Indian Ocean trade network under Indians, Muslims, and Chinese before Europeans came; understand the profound impact of the Europeans in this world—cultural clash and violence. Describe the cultural blending of Arab, Indian, Chinese, and Southeast Asia. Understand why China and Japan withdrew into isolation? Track the growth of European dominance in the world.

Relevance: Students will understand that globalization is a process that has developed in world history over time. Culture blending brings both benefits as well as problems such as violence and exploitation.

Assessment: Section outlines as homeworkStudents will make a political map of world explorationQuiz on chapter 3In class discussion of essay questions on the problems and benefits of European interaction with the Indian Ocean trade regions: India, Indonesia, China, Japan.Students work on the writing of a short answer as a group.

Procedures and activities1. watch movie 1421 and discuss effect of Zheng He2. Annotated map in class with Zheng He’s route and a few cities

Notes on back on Ming dynasty and European explorers; draw routes of Da Gama and Dias

3. Students discuss essay questions on Chapter 3 and write answers using evidence

4. discussion of pros and cons of free trade and isolation ( govt control)5. Make a Four subject time line for Europe and Asia on European Exploration,

Europe Renaissance and Reformation, the Muslim world, and Asia, Japan and China.

Materials: textbook chapter 3, video 1421, graphic organizers, world mapAccess: All students have a text book and access to classroom materials. Students work with a partner for comparisons of art and primary sources.

Modifications: Students will be using materials that are both written and visual. Group work and collaborative discussion are part of this unit. Follow IEPs as per student.

The Atlantic World 1492-1800

Essential Questions: What were the motivations of the Europeans who explored and colonized the Americas? How were the Spanish, French, and the English similar and different in their goals and effects on the Americas?


Reading CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details;

Reading and Research CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.



New Mexico State StandardsStrand I: THE EMERGENCE OF THE FIRST GLOBAL AGE 1450-1770Content Standard: The student analyzes and understands how global societies experienced political, cultural, economic, and social transformations.Benchmark A: the student analyzes and interprets the development of western thought.Benchmark B: the student analyzes the consequences of global encounters upon non-European societies

Describes the origins and consequences of European overseas expansion(e.g., motives, wider trade base, discovery of new technologies) in the 15th and 16th centuries (NM-IC.2, II-E.3; NSH-Era 6-1A).

Explains the encounters between Europeans and peoples of Sub-Saharan Africa, Asia, and the Americas in the late 15th and early 16th centuries







(NM-IC.2; NM-II-F.3; NSH-Era 6-1B).

Identifies the consequences of the worldwide exchange of flora, fauna, and pathogens (e.g., new disease micro-organisms) (NM-I.2, II-F;

NSH- Era 6-1C).

Recognizes demographic, economic, and social trends in Europe (NM-IC.4, IIE; NSH- Era 6-2A).

Learning Goal: to understand the importance and significance of the discovery of the New World and the global implications of the interaction of the old and new worlds.

Relevance: Through this unit students will understand how globalization has slowly grown throughout world history. The unit also shows the benefits and problems when different geographic regions and cultures interact.

Assessment: Checking for understanding in class, class discussions based on homework, completion of their world map, food history project, test on the chapter.

Procedures and Activities:1. watch part 2 of video Guns, Germs, and Steel—Spanish exploration of New

World2. Students read secondary sources: A Taste of Adventure and The Potato

Connection by Alfred Crosby and discuss their use for their research3. Columbian Exchange and Global trade project: research the history of food or

spice of the old or new world 4. students present their food history to the class and make a dish using the

food/spice Food History project5. study the various routes of the world explorers with an annotated map6. Essay: Discuss the importance of the Columbian exchange for world history;

using examples of how the exchange changed the lives of the people living in the New world and the old. What did they gain, what did they lose?

Materials: textbook chapter 4 and library resources. Secondary source reading, The Potato Connection and A Taste of Adventure.

Access: All students have a text book and access to classroom materials. Students work with a partner on primary sources. Students will have class time to research their spice or food.

Modifications: Students will be using materials that are both written and visual. Group work and collaborative discussion are part of this unit. Follow IEPs as per student. Bringing in a real food dish to share is optional in recognition of student’s particular financial situation.

Absolutism and Constitutional Monarchy

Essential Question: What were the benefits and drawbacks of absolute rule (monarchy) in the 16th to the 18th centuries?


Reading: CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Speaking and Listening:


New Mexico State Standards

PERFORMANCE STANDARD:Summarizes the rising military and bureaucratic power of European states (e.g., England

and Russia) between the 16th and 18th centuries (NM-IC.2; NM-I-D.4; NM-II-E; NSH- Era 6-2C).

Learning Goals: Students will understand the nature of various absolute monarchies in Europe and be able to analyze their similarities and differences.What are the benefits and drawbacks of having an absolute rule?What events and conflicts occurred that made absolute rule possible?

Relevance: The modern age is marked by the emergence of new types of government ; constitutional monarchy, representative democracy, constitutional monarchy. Yet absolute rule has also evolved into modern dictatorships and totalitarian governments. Students can learn to link the current global problems with governance with their historical development.

Assessment: Assessment of the depth of arguments in Roast and Toast, completion of homework, quiz on chapter 5

Procedures and Activities Students read and take notes on the textbook




Students create a time line for 4 nations/regions that highlights problems of the time period 1500-1800.

Students analyze the virtual tour of the Versailles palace as an physical example of the use of power of an absolute ruler over his people

Students complete a matrix of 4 absolute monarchs in Europe Roast and Toast: in collaborative groups students will argue for or

against a monarch as ruler; group make notes on their argument

Materials: textbook chapter 5, primary source readingsPbs.org site on Versailles Palace, selections of the movie, Russia: The land of the Tsars.

Access: All students have a text book and access to classroom materials. Students work with a partner on primary sources.


Enlightenment and Revolution 1400-1800

Essential Questions: What is the Scientific Revolution? How does it help create the “Age of Enlightenment?” How does the word “revolution” apply to science and ideas about government?


English Language Arts Standards

CCSS.ELA-Literacy.RI.9-10.10

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently..

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.




History/Social Studies Common Core

CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

New Mexico State StandardsSTANDARDS: Strand I: THE EMERGENCE OF THE FIRST GLOBAL AGE 1450-1770Content Standards A & B.







Evaluates how the Scientific Revolution contributed to transformations in European society (e.g., coexistence of the new scientific rationalism with traditional learning and practices such as astrology, magic, and witchcraft) (NM-IC.3; NSH- Era 6-2D).

Evaluates the significance of the Enlightenment in European and world history (e.g., principal ideas including natural rights, contractual government, democratic thought and institutions (NM-IC.2;

NSH- Era 6-2E).

Strand VI: SOCIAL STUDIES SKILLSOrganize and analyze information (NMCR – 5E, F; NMSS-ID.1-7).

finding the main idea sequencing, categorizing, and generalizing identifying cause and effect relationships comparing and contrasting, drawing inferences and conclusions

Strand VII: LITERACYContent Standards A. The student employs appropriate reading and writing strategies to read and interpret increasingly complex texts for a variety of purposes.Benchmark: The student develops and demonstrates proficiency with a variety of reading processes to analyze, interpret, and evaluate a variety of texts.

Learning Goals: students learn about the scientists and philosophers of the scientific revolution and the Enlightenment. In particular students will understand the connection between the ideals of the period and new political developments in England and the United States 1600-1800.

Relevance: The ideas of the Enlightenment are the basis of modern science and the United States government. Students will learn how the founders of the United States were influenced by the ideas and events of their time.

Materials: textbook chapter 5 & 6 and library resources: Primary sources: Declaration of Independence, U.S. Bill of Rights, Preamble of the U.S. Constitution. Excerpts by John Locke, Rousseau, Wollstonecraft. Students will use the Internet sources on their own.

Procedures and Activities

1. Read and take notes on the textbook—chapter 5.5 and chapter 6.2. Describe the vocabulary and famous people of the age3. Read and interpret primary sources: Declaration of Independence, excerpts by

John Locke, Rousseau, Montesquieu, and Wollstonecraft. 4. Research the life and ideas a famous political philosopher5. Present ( as a group) their political philosopher to the class6. Complete a comparative chart of the philosophers

Assessment: homework, class presentation (verbal and written outline), chapter test

The French Revolution and Napoleon Unit Plan World history JHG

Essential Questions: How did economic inequality, new Enlightenment ideas lead to political revolution and imperial expansion in France? How did the French Revolution continue the revolutionary trend of the 18th century and set the stage for the revolutions in Latin America, Europe, and Asia in the 19th century?


English Language Arts Standards

CCSS.ELA-Literacy.RI.9-10.10

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently..

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.












New Mexico State StandardsStrand II: AN AGE OF REVOLUTIONS 1750-1914Content Standard: the student analyzes and interprets the transformations of societies in the era of revolutions. Performance Standards: Analyzes the causes of the French Revolution and how it contributed to political transformations in Europe and the world (e.g., social equality, democracy, human rights, constitutionalism, and nationalism (NM-IC.3, 5; NM-II-C.1; NSH- Era 7-1A).

Strand VI: social studies skillsContent Standard: The student uses critical thinking skills to understand and communicate historical information.Benchmarks: A. The student uses critical thinking skills to understand and communicate perspectives of individuals, groups, and societies from multiple contexts.B. The student analyzes, synthesizes, and evaluates historical information.Performance Standards:. Analyzes and evaluates the validity of information from primary and secondary sources for bias, propaganda, point of view, and frame of reference (NMSS-Skills-ID.3-5).

Evaluates, takes, and defends positions on issues (NMSS-Skills-ID.3-5).

Strand VII: LiteracyContent Standards A. The student employs appropriate reading and writing strategies to read and interpret increasingly complex texts for a variety of purposes.Benchmark: The student develops and demonstrates proficiency with a variety of reading processes to analyze, interpret, and evaluate a variety of texts.

Develops increased competence in using the writing process to create a final product (APS – LA III.1).

Develops increased competence in using elements of effective writing (APS – LA III.2).

Supports an informed opinion (APS – LA III.6): uses appropriate language, reasoning, and organizational structure for the

audience and purpose provides relevant and convincing reasons, uses various types of evidence demonstrates an awareness of possible questions, concerns, or counterarguments.

Learning Goals: students will understand the effect social and economic divisions in society lead to revolution. They will also analyze revolutions using Crane Brinton’s model of revolutions. Students will also understand how the ideology of nationalism develops in Europe in the 1700s; a major theme of the 19th and 20th centuries.

Relevance: The French Revolution established a tone of revolutionary fervor that will influence world events through the 20th century. It is also important to understand how different socioeconomic groups in the same country will have different interests that will influence the political conflicts and compromise within a country.

Materials:textbook chapter 7primary sources: Declaration of Independence, Declaration of the Rights of Man and of the Citizen, Declaration of the Rights of Women from text and Internet site: Modern History sourcebook. Movie: The French Revolution Short Role Playing Simulations for World History Classrooms by Richard di Giacomo.

Procedures and Activities1. Students read the textbook and take notes on the various stages of the

revolution2. Identify different stages of a revolution and apply them to the French

Revolution3. Students will watch a video on the French Revolution and make a timeline of

the important events.4. Students will use the movie to analyze the interests and action of different

socioeconomic groups in France.5. Discussion of causes and effects of French Revolution. Did the revolution

fulfill the expectations of the revolutionaries? Write response.6. Research: students will research a person from the revolutionary time period

that ties into their group for the simulation (peasant, merchant, Roman Catholic clergy, aristocrats, liberal, royalist, radical, moderate

7. Students will read and analyze a variety of primary documents in preparation for the simulation game on the French Revolution

8. French Revolution simulation: 4 student groups (political groups) write a constitution to attract the support of the other 4 student groups (social) who will choose a constitution that best satisfies the social, economic, and political interests of their social class.

Assessment: 1. students will write a persuasive letter from the point of view of their social or

political group from the French Revolution simulation game.2. Write an essay analyzing the outcome of the French Revolution in terms of its

goals.

3. Completion of chapter outlines and vocabulary.4. Test on chapter 7



Nationalist Revolutions Sweep the West

Learning Goals: understand how nations use symbolism to communicate their cultural and political values.

Materials: textbook chapter 8, library reference books, Internet

Procedures and Activities:1. Students will choose a modern nation and research its flag and national coat of

arms. 2. Students will draw the flag and the national coat of arms and explain in writing

their meaning.3. Students will discuss their chosen nations in small groups.

STANDARDS:Strand II: AN AGE OF REVOLUTIONS 1750-1914Content Standard: the student analyzes and interprets the transformations of societies in the era of revolutions. Performance Standards: Analyzes the causes of the French Revolution and how it contributed to political transformations in Europe and the world (e.g., social equality, democracy, human rights, constitutionalism, and nationalism (NM-IC.3, 5; NM-II-C.1; NSH- Era 7-1A).

Final Exam December

Semester II World History Grade 10

Summary of the strands, content standards, and performance standards.STANDARDS FOR NEW MEXICO AND ALBUQUERQUE PUBLIC SCHOOLS

Strand II: AN AGE OF REVOLUTIONS 1750-1914Strand III: A HALF-CENTURY OF CRISIS AND ACHIEVEMENT 1900-1945Strand IV: THE 20TH CENTURY SINCE 1945: PROMISES AND PARADOXESStrand VI: SOCIAL STUDIESStrand VI: LITERACYBenchmarks: A. student develops and demonstrates proficiency with a variety of reading processesB: The student develops and demonstrates fluency and style in writing and a command of writing conventions.

The Industrial Revolution 1700-1900

Essential Questions: Why is the Industrial Revolution so important in modern history? How did way it spread throughout the world change the balance of power in the 1800s and continue to influence the world to the present day? How did technology create new opportunities and inequalities among different social classes and nations?


ReadingCCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

WritingCCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.9-10.1e Provide a concluding statement or section that follows from and supports the argument presented.



Key Ideas and Details

CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

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

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











Craft and Structure

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

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

CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.



New Mexico State standards

Strand II: AN AGE OF REVOLUTIONS 1750-1914Content Standard: the student analyzes and interprets the transformations of societies in the era of revolutions.

BENCHMARK: The student examines the causes and consequences of the political, agricultural, industrial, economic, and social revolutions from the late eighteenth century to the early 20th century.

Performance Standards

.Evaluates the early industrialization and the importance of developments in England (NM-IC.4, IIE, IIF; NSH- Era 7-2A). Compares how industrial economies expanded and societies (e.g., class distinctions) experienced transformations in Europe and the Atlantic basin (NM-IC.4, IIF; NSH- Era 7-2B).

Analyzes the impact of new social movements and ideologies on 19th- century Europe (e.g., legal and social status of European Jews and women, ideas of Karl Marx, cultural and educational trends) (NM-IC.4, 5; NSH- Era 7-4B).






Learning GoalsStudents will: - explain the beginnings of industrialization in England and how it shaped modern life; how the colonization in Americas and Africa led to improvements in technology- describe the social and economic effects of industrialization in England, Europe, and the rest of the world- examine the changes in social classes in England and Europe-identify and analyze the positive and negative effects of the Industrial Revolution-examine the thinkers, reformers, and critics of industrialization -explain the origins and main concepts of socialism and Marxism-read and use primary sources from the time period-learn how to use primary sources in writing a Document Based Question essay

Relevance: It sets the stage for future conflict between the industrialized nations of Europe and North America and less-developed nations such as those in Africa. It also establishes European rivalry and begins building the foundation for the outbreak of World War I. Students will be able to use the information covered in this unit to examine the emergence of modern industry and the developement of new industrial nations like China.

Assessment-Completed homework, video notes, class work: village drawing, and library research-Group work and individual writing for the class trial about industrial revolution-Document based question essay-Multiple choice test at the end with an in class essay.

Procedures and Activities-Students will watch videos and answer questions; -read the text and complete handoutsdraw a industrial village in class-chart the positive and negative aspects of industrialization-read selections from primary documents on the industrialization in order to write an DBQ essay or prepare for the trial

MaterialsTextbook: Modern World History: Chapter 9Videos: The Day the Universe Changed, DBQ book: Document-Based Assessment Activities for Global History Classes Newsprint and markers for the village drawingGuided reading handouts for sections 1, 2, 3Chart of Inventors and Scientists: Movers and Shakers handout

Access for all: The activities in this unit are designed to reach all learning styles. The DBQ will reach more traditional students while the students work collaboratively on the trial. The trial is a more creative assignment that makes it possible for students to

dramatically interpret different roles representing different social classes of the Industrial Revolution.

Modifications/Accommodations: Preferential seating, repeated verbal instruction, checking for understanding, collaborative work with intellectually challenging peers, and extended time on assignments and exams for students with IEPs.

The Age of Imperialism 1850-1914

Essential Questions: How do the European nations and the United States spread their influence throughout the world from 1800 to 1914? How do imperialism and colonialism become global processes?

Common Core StandardsEnglish Language Arts StandardsReadingCCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


CCSS.ELA-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.9-10.1e Provide a concluding statement or section that follows from and supports the argument presented.



Key Ideas and Details

CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

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










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

Craft and Structure

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

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

CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.



New Mexico and APS standards

Strand II: AN AGE OF REVOLUTIONS 1750-1914Content Standard: the student analyzes and interprets the transformations of societies in the era of revolutions.

BENCHMARK: The student examines the causes and consequences of the political, agricultural, industrial, economic, and social revolutions from the late eighteenth century to the early 20th century.


Evaluates imperial expansion in the late 19th and early 20th centuries (NM-IC.5; NM-II-B.1; NSH- Era 7-3B).

Compares the consequences of political and military encounters between Europeans and peoples of South and Southeast Asia (NM-IC.5; NM-II-E.3; NSH- Era 7-3C).

Relates how China’s Qing dynasty responded to economic and political crises in the late 18th and the 19th centuries (NM-IC.6; NSH- Era 7-3D).

.Compares the transformations in India, China in an era of







expanding European commercial power and Imperialism (NM-IC.5;

Learning goals-understand the nature of empire building of the Europeans in Africa, India, South

east Asia, China and Japan after 1800-understand changes in the global nature of power and authority as result of

industrialization-understand how industrialization changes global economy-understand the political, economic, social, and technological causes and effects

of imperialism for both the imperial power and the dominated regions-understand how the United States becomes an imperialistic power

Relevance: Imperialism left a legacy for many regions of the world that not only set the stage for the world wars of the 20th century but established patterns of power and authority that continue to this day.

Materials

Textbook: Chapters 11 and 12 1800-1914Poems White Man’s Burden, Brown Man’s Burden, and essay Black Man’s BurdenJohn Green Crash course: ImperialismMovie: Guns, Germs, and Steel part 3Gandhi – viewed either with this unit or subsequent onesPolitical cartoons and photos from this time period

Procedures and ActivitiesDrawing world map of imperialismDrawing political cartoons to illustrate issues of imperialismGroup work analyzing photos and political cartoons according to the themes of imperialismSmall group discussion and planning for essay questions If time allows: Mini research project on Food and Culture under Imperialism. (Eating the Empire) Students will research a colony and make a dish to share with the classJournal questions for the movie Gandhi- basis for class discussion

AssessmentQuizzes on chapter sectionsMapEvaluation of group work

Final copy and rough draft for essay on imperialismGandhi journalResearch outlines for Food and Culture project

Chapter test

Access for all: The activities in this unit are designed to reach all learning styles. Students work with partners to analyze visual historical artifacts. They also will discuss with their partners the themes of imperialism in preparation for the essay.


The Great War 1914-1918 World War I

Essential Questions: What were the major causes of the “Great War?” How had war changed in its effect on civilians and society in general? Did the end of the war really settle the issues that were its cause?






New Mexico and APS Standards

Strand III: A HALF-CENTURY OF CRISIS AND ACHIEVEMENT 1900-1945Content Standard: The student examines the growing contradictions and complexities of industrialization, imperialism, and nationalismBenchmark: the student examines reform, revolution, and social change resulting in global conflicts, consequences, and trends during the first half of the 20th century.

Performance Standards:Analyzes the causes and global consequences of World War I (NM-IC.7; NSH- Era 8-2A).

Determines the causes and consequences of the Russian Revolution of 1917 (NM-IC.7, 6; NSH- Era 8-2C).

Evaluates postwar efforts to achieve lasting peace and social and economic






recovery (i.e., conferees at Versailles, founding of the League of Nations) (NM-IC.7, 8; NSH-3 Era 8-A).

Learning Goals: Summarize the causes, events and effects of World War I-Identify the political and military forces at work in Europe in late 1800s-Summarize the historical events that set World War I in motion-Describe the reaction to Austria’s declaration of war-Summarize the military events on the Western front-Explain the development of the war on the Eastern front-Describe the spread of the conflict-Summarize the Allie’s push to victory-Explain the effects of war-Explain the events that led to the Treaty of Versailles-Identify the effects of the treaty on European powers -Describe the effect of the treat on European colonies in Asia, India, and Africa

MaterialsTextbook Chapter 13Video on World War IPosters from World War I: propagandaBritish poems of World War I: Rupert Brooke, -Handouts for 13.1, 13.2, 13.3,13.4-Handout on War time Technology-Great Powers Game-overheads of WW I: especially effects of trench warfare-handout of terms in chapter

Procedures and ActivitiesWatch a video on causes and effects of World War IEvaluate recruitment posters from WW IGroup work: read, analyze, and illustrate WW I poemsGroup work: discuss war time technologyUse pie chart of WW I to compare losses among warring nationsNewspaper writing: each group will write a front page for a year in World War I From the point of view of a particular European or Asian country, or colony

Assessment:Quiz on causes of WW IHomework completionGraphic organizers –in classEvaluation of newspaper article writingChapter Test

Access for all: The activities in this unit are designed to reach all learning styles. Students work with partners to analyze visual meaning of propaganda posters from WW I.


Revolution and Nationalism 1900-1939






Learning Goals-Summarize the goals and outcomes of the Russian and Chinese revolutions-Summarize the goals and outcomes of nationalist movements in India and Turkey-Compare and contrast revolutionary leaders-Analyze the relationship of revolution and nationalism for the 20th century-Analyze the combination of traits used to create totalitarian governments-Identify totalitarian nations during the 20th century

MaterialsTextbook chapter 14Video Vladimir Lenin: Voice of the PeopleQuotes of various revolutionary and world leaders

Activities-read and outline the chapter by sections-watch selections of biographies of Lenin and Stalin-cooperative group project on World Leaders 1900-1948






AssessmentParticipation in group activityHomework completionTest on chapter 14

New Mexico and APS Standards


Performance Standards:

Examines the causes and consequences of important resistance and revolutionary movements of the early 20th century (e.g., Anglo-Boer War, Russian rebellion of 1905, Mexican Revolution) (NM-IC.7; NSH-Era 8-1B).

Determines the causes and consequences of the Russian Revolution of 1917 (NM-IC.7, 6; NSH- Era 8-2C).

Summarizes economic, social, and political transformations in Africa, Asia,and Latin America in the 1920’s and 1930’s (NM-IC.5, 6; NSH- Era 8-3B).

Years of Crisis 1919-1939









Learning Goals:Students will study how the Great Depression of 1929 affected the world in

economic and political terms. Students will study the development of fascism, nationalism, and militarism in Post War I Europe

Materials: textbook (chapter 15)

ActivitiesStudents read section 2 on the Great Depression and complete a chart on its

effects.

AssessmentCompletion of the homework assignment; information will be included in the test

on Post War Europe.

New Mexico Standards



Explores the interplay between scientific or technological innovations and new patterns of social and cultural life between 1900 and 1940 (NM-IC, II-F; NSH-3 Era 8-C).

Identifies and examines the causes and global consequences of the Great Depression (NM-IC.7; NSH- Era 8-3E).

Analyzes the causes and global consequences of World War II (NM-IC.8, 9; NSH- Era 8-4A).



World War II 1939-1945






Learning Goals-Analyze the causes and results of World War II-Write a chronology of events of World War II-Analyze expansionism of Germany and Japan-Describe course of persecution of Jews by the Nazis-Use Schindler’s List as basis of discussion of the Holocaust and the varied reactions of people faced with persecution by a totalitarian regime including the role of active persecutors and bystanders -Identify the political consequences of Allied victory in postwar Europe and Japan-Understand the key events and issues in the development and use of the first atomic bomb-compare and contrast WW I and WW II in terms of technology, geography, and human cost

MaterialsTextbook Chapter 16Video Schindler’s ListVideo clips about World War IIVideo about the bombing of Hiroshima






Activities-reading and outlining chapter sections-group activity using biographies of Europeans who lived during WWII

AssessmentHomework completionGroup activitiesMovie notes and discussionsTest



Analyzes the causes and global consequences of World War II (NM-IC.8, 9; NSH- Era 8-4A).

Strand IV THE 20TH CENTURY SINCE 1945: PROMISES AND PARADOXESPerformance Standard:Examines major political and economic changes that accompanied postwar recovery (e.g., Marshall Plan, European Economic Community) (NM-IC.9; NSH-Era 9-1A).

Global Issues from 1945-Present Cold War









Learning GoalsAnalyze the U.S. –Soviet postwar splitExplain how Soviet domination of Eastern Europe developedUnderstand the development and decline of the Cold WarUnderstand the development of the United NationsUnderstand the nature of global conflict and resolution from 1900 to the present

Including decolonization and independence movements, human rights movements, civil wars

MaterialsTextbook chapters 17, 18, 19, 20

Activities-Conflict and Resolution: Hot Topics Research projects: students research one topic from the 20th century in depth-students will write a thorough outline, bibliography, and make a poster or Power Point to present to the class

Assessment quizzes and evaluation of the research topic report and oral presentation

FINAL EXAM



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