Curriculum Map Yearlong Snapshot

Transcription

1 Curriculum Map Yearlong Snapshot World History Mr. Santos West Lincoln High School Spring 2016 Historical Thinking and Historical Skills understand and be able to utilize the concepts, skills, and tools of history and the social sciences identify which historical skills they wish to develop throughout the semester Change, Continuity, and Context Perspectives Analyzing Historical Sources and Evidence Understanding Causation Importance of Argumentation, Claims, and Counter- Claims Historiography Present-Day Relevance of History Essential Standards: secondary D2.His D2.His % - 100% 5 Development, Growth, and Impact of Ancient Civilizations enduring impact of Development Growth Trade Established WH.H %

2 ancient civilizations understand the effects of increasing interconnectedness with neighboring civilizations Governments Laws World Religions Change (class, gender, and race) Essential Standards: secondary D2.His D2.His Influence of Conflict and Innovation on Civilizations understand the impact of conflict on civilizations able to transfer their understanding of how conflict impacts civilizations Religious influence Secular influence Innovation Change (economic and social) Geography WH.H D2.His

3 Approaching the First Age of Global Interaction which factors led to the development of the first age of global interaction Interconnected ness (politics, economics, and social relations) Ideologies Innovation Change Essential Standards: secondary WH.H D2.His Students can explain the effects of increased global interaction Motivations and Impact of Exploration and Expansion Students will be age of exploration between 1400 and Students can explain the enduring impact of the age of Exploration Economic Interests Trade Conquest Colonization Investments Global Interests WH.H D2.His D2.His D2.His

4 The Age of Revolutions and Rebellions exploration. factors that led to an age of revolutions and rebellions enduring impact of the age of revolutions and rebellions Revolutions (social, political, intellectual, etc.) Enlightenment Ideals Industrializatio n Urbanization Geography Natural Resources Race, Class, Gender Essential Standards: secondary WH.H D2.His D2.His D2.His % 8-10 How Diverse Interests Can Lead to Conflict in the Modern Era how diverse interests lead to conflicts in the modern era Turning Points Competition Nationalism Imperialism Militarism Social conditions Capitalism WH.H D2.His D2.His

5 able to identify how economic conditions/interest s often lead to conflict Crises (economic, social) Race, Class, Gender Essential Standards: secondary Global Interdependence, Shifts in Power, Change, and Conflict in the Twentieth Century how increased global interdependence leads to increased conflict how increased global interconnectedness leads to new balances of power between nations Global Wars International Politics Peace and Stability Innovations Democracy Human Rights Terrorism Race, Class, Gender WH.H D2.His D2.His D2.His %

6 Essential Standards: secondary Flex Time 4 Review 5 Administration 2-3 Loss of Instructional Days 6 Total Rationale for Design: This history curriculum map yearlong snapshot is designed in such a way that the units follow the Essential Standards in the order in which they are listed, with each unit representing an Essential Standard. I constructed my units in this fashion for two reasons, with those reasons being (1) simplicity, and (2) the chronology and thematic progression throughout the Essential Standards is adequate enough, in my opinion, to follow as a curriculum guide. The way in which I prioritized the curriculum map was through an analysis of released test questions per Essential Standard, where I discovered that with the exception of the second and last standard, each standard is tested with the same percentage of questions. As a result, I allowed for teaching standard WH.H.2 and WH.H.8, and only 6-8 for the remainder of the standards. One may also notice the my first unit is Historical Thinking and Historical Skills. This unit is intended to be a primer for the remainder of my course, where I plan to spend approximately five formatively assessing my students for their current level of historical understanding while also ensuring that they are exposed to aspects of historical thinking, historical skills, and the historical concepts and themes as covered in the Common Core and C3 Framework. One will also notice that for Unit 1 s, I have written 0%-100%, as these fundamental historical skills, concepts, and themes will be present in every single unit to some degree, despite the fact that the standards from WH.H.1 are not explicitly tested for on the. 6